In this unit, students will learn about ticker tape diagrams and vector ...

In this unit, students will learn about ticker tape diagrams and vector diagrams. Lessons in this unit include: Introduction; Ticker Tape Diagrams; and Vector Diagrams. This unit includes animations and mini quizzes to check for understanding and facilitate learning.

In this unit, students will learn about the equations that describe the ...

In this unit, students will learn about the equations that describe the motion of an object. Lessons in this unit include: The Kinematic Equation; Kinematic Equations and Problem-Solving; Kinematic Equations and Free Fall; Sample Problems and Solutions; and Kinematic Equations and Graphs. This unit includes animations and mini quizzes to check for understanding and facilitate learning.

In this unit of study, students will learn how to use position ...

In this unit of study, students will learn how to use position versus time graphs to describe motion. Lessons in this unit include: Meaning of Shape for a p-t graph; Meaning of Slope for a p-t Graph; and Determining slope on a p-t Graph. This unit includes videos, animations, and mini quizzes to check for understanding and facilitate learning.

In this unit of study, students will learn how to describe motion ...

In this unit of study, students will learn how to describe motion with velocity versus time graphs. Lessons in this unit include: Meaning of Shape for a v-t Graph; Meaning of Slope for a v-t Graph; Relating the Shape to the Motion; Determining Slope on a v-t Graph; and Determining Area on a v-t Graph. This unit includes videos, animations, and mini quizzes to check for understanding and facilitate learning.

In this unit students will learn how to analyze the motion of ...

In this unit students will learn how to analyze the motion of objects. Students will begin to make a mathematical connection with words that describe motion. This unit will focus on several examples of vector and scalar quantities (distance, displacement, speed, velocity, and acceleration). As students proceed through the lessons, they should give careful attention to the vector and scalar nature of each quantity. This tutorial also includes animations of each of the major concepts. At the end of each lesson students can check for understanding of concepts by answering concept questions.

In Part 1 of this unit, students will learn about data collection, ...

In Part 1 of this unit, students will learn about data collection, graphing skills (both by hand and computer aided [Desmos]), and the fundamental mathematical patterns of the course: horizontal line, proportional, linear, quadratic, and inverse. Students perform several experiments, each targeting a different pattern and build the mathematical models of physical phenomena. During each experiment, students start with an uninformed wild guess, then through inquiry and making sense through group consensus, can make an accurate data informed prediction.

This activity is intended to introduce students to the distinction between vector ...

This activity is intended to introduce students to the distinction between vector and scalar quantities and to give them practice manipulating vectors (converting between X/Y and magnitude/angle representations) in a context that is concrete and easy to understand.

Students are confronted with a scenario of a student who is texting ...

Students are confronted with a scenario of a student who is texting and driving in the school parking lot and they are tasked to determine the effect of various parameters to see if a student will collide with a pedestrian. Students must begin by breaking the scenario down into more manageable parts to determine what must be studied about the situation. Through a series of labs and activities, students learn how to model and predict situations with constant velocity and acceleration. Then, coding a spreadsheet, students model the complex situation of a texting driver, reacting, and braking during a potentially hazardous situation to create an evidence-based argument.

In order to contextualize the Energy unit, students are tasked to engineer ...

In order to contextualize the Energy unit, students are tasked to engineer a bungee cord that will optimize the enjoyment of a doll’s bungee jump. To do this, students first develop the mathematical patterns through inquiry on gravitational energy, kinetic energy, and elastic energy. Once the patterns have been established, students further build on their spreadsheet coding skills, in order to use computational thinking to create a program that will help predict the length of bungee cord necessary for a variety of situations.

This unit is centered on designing a shoe for a customer. Students ...

This unit is centered on designing a shoe for a customer. Students decide on a particular type of shoe that they want to design and utilize ideas of force, impulse, and friction to meet the needs of a particular customer. Force plates are used study the relationship between force, time, and impulse to allow students to get the mathematical models that allow them to make data informed decisions about their shoe design.

The phenomenon that launches this unit is a cell phone call to ...

The phenomenon that launches this unit is a cell phone call to a student in the class, where the caller on speaker phone asks “How are you hearing me?”. Over the course of the unit, students discover the patterns with waves. Then use that understanding to explain ultrasound medical imagining technology and ultimately how cell phones work. Cell phone communication is operationalized by the engineering challenge of communicating a three letter signal by first coding a spreadsheet to digitize the signal in binary (ASCII), then transmit the digital signal using light and sound (AM and FM), then receive and decode the signal to complete the communication. This project models the sending and receiving of a text message.

This unit is loaded with phenomena. The real world task of being ...

This unit is loaded with phenomena. The real world task of being a member of Oregon's Energy Commission that must create a 50-Year Energy Plan propels students through a learning arc that includes electricity, magnetism, power production, and climate science. After the Request for a 50-Year Energy Plan students jigsaw energy sources and power production. They need to understand the basic physics of how generators works leads us to build and explore motors (starting with speakers which also connect to the Waves & Technology unit) and inefficient generators (electric guitars). The need for large amounts of energy and efficient generators motivates us to engineer wind turbines and optimize solar cells for a local facilities use. Creating the rubric to evaluate large scale power production launches us into climate science. With all the learning of the unit students and many real world constraints student finally complete, compare, and evaluate their 50-Year Energy Plan.

By using the hook of Halley’s comet, dark matter, and dark energy ...

By using the hook of Halley’s comet, dark matter, and dark energy students data mine Newton’s Law of Universal Gravity and build an and evaluate other arguments for the Big Bang.

Lesson plan that uses students' step length to understand the relationship between ...

Lesson plan that uses students' step length to understand the relationship between distance, speed and acceleration. Includes graphing of data and interpretation of graphs.

This animated demonstration deals with the forces and acceleration that act upon ...

This animated demonstration deals with the forces and acceleration that act upon a penny when placed on a moving turntable. The animation requires Flash.

In this lab activity, students will create a wheel and axle using ...

In this lab activity, students will create a wheel and axle using cardboard for the wheel and a wood dowel for the axle. Students will observe and analyze an accelerated motion mathematically.

In this hands-on activity students create a simple electromagnet with wire, a ...

In this hands-on activity students create a simple electromagnet with wire, a pencil, and a battery. Students will investigate factors that increase the strength of the magnet.

In this hands-on activity, the generator effect will be demonstrated, due to ...

In this hands-on activity, the generator effect will be demonstrated, due to electromagnetic induction when a conductor (extension cord) moves through a magnetic field (in this case, the Earth's magnetic field). Students will note changes in galvanometer readings.

In this activity, students are introduced to static equilibrium by learning how ...

In this activity, students are introduced to static equilibrium by learning how forces and torques are balanced in a well-designed engineering structure. A tower crane is presented as a simplified two-dimensional case. Using Popsicle sticks and hot glue, student teams design, build and test a simple tower crane model according to these principles, ending with a team competition.

Students will work with component and resultant vectors. They will learn that ...

Students will work with component and resultant vectors. They will learn that the motion of an object is a function of many different forces. Students will then graphically add vectors to determine the displacement of a boat adrift at sea. Through this task, the concepts of distance and displacement will be distinguished. Ultimately, students will use real-time CODAR data for sea surface currents to determine the drift rate of a ship in the ocean and predict its eventual location. Predictions will be compared in following days to the actual sea surface current data to assess the validity of the students' hypotheses.

This video clip is meant to serve as a writing or discussion ...

This video clip is meant to serve as a writing or discussion prompt during a unit on forces and motion. This can be used at varied grade levels, with the expectation that student responses would be more complex in higher grade levels.

In this activity, students will analyze a video featuring an airplane on ...

In this activity, students will analyze a video featuring an airplane on a string. The tension in the string can be read from an on-screen scale, timing measurements can be made from the frame-counter, and the angle of the string can be determined from an overlaid protractor. While this doesn't seem like enough information, it's actually enough to allow students to calculate the angular and linear velocity of the plane, the mass of the plane, the radius of its circular path, and the length of the string. It is an engaging problem that forces students to think clearly about some concepts that they frequently find confusing, like tension, circular motion, and centripetal acceleration.

This is a PBL project that had students design and present to ...

This is a PBL project that had students design and present to a panel of local experts a set of possible rides for a proposed amusement park as a way for them to master and apply the concepts of rotational motion. It was specifically designed to help students increase their depth of knowledge of angular kinematics, force, energy, and momentum. The project required students to design and then describe in detail one or more amusement park rides that would be the basis of authentically demonstrating their depth of knowledge for these topics. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.

In this activity, students will collect data using a Force Plate and ...

In this activity, students will collect data using a Force Plate and accelerometer and then download the data to the computer for further analysis. They will be asked to draw Free Body Diagrams at different points in the motion, calculate forces and compare this to the data retrieved from their computer graphs.

This is a PBL lesson where students explore the Physics behind motion ...

This is a PBL lesson where students explore the Physics behind motion of objects. Students will collaborate and come up with a video showing the difference between distance and displacement, speed and velocity and acceleration.

This is a PBL lesson where students explore the Physics behind motion ...

This is a PBL lesson where students explore the Physics behind motion of objects. Students will collaborate and come up with a video showing the difference between distance and displacement, speed and velocity and acceleration. In this remix, students are given options and choices that relate to their interest.

In this lab activity, students roll a marble down a ramp in ...

In this lab activity, students roll a marble down a ramp in order to investigate constant acceleration motion. The students collect data and then make a position vs. time graph and a velocity vs. time graph in order to investigate the change in motion.

How are magnetism and electricity related? In this lesson, students will explore ...

How are magnetism and electricity related? In this lesson, students will explore the relationship between magnetism and electricity, learn how to construct an electromagnet, and discover everyday uses of electromagnets. Students will create a multimedia presentation in which they will demonstrate their knowledge of electromagnetism.

In this lab activity, students will measure the energy of a bowling ...

In this lab activity, students will measure the energy of a bowling ball with Vernier motion detectors. The students will calculate the energy of the ball at the beginning, mid point, and end of a bowling alley. Students will inquire about the relationships of speed, mass, and energy, acceleration, and transfer of energy. To close out the activity students will create a lab conclusion using the data collected from observations and information collected from the motion detectors.

The simulation shows a ballistics cart. If the cart is at rest ...

The simulation shows a ballistics cart. If the cart is at rest on a horizontal surface, it will shoot a ball straight up in the air, and catch the ball again. What if, as in this simulation, the cart is traveling at a constant velocity horizontally, instead? Will the ball land ahead of the cart, in the cart, or behind the cart? Note that the cart fires the ball straight up, with respect to the cart, when the middle of the cart passes the small vertical trigger on the track. Use the buttons to select the different modes (whether there is a tunnel or not, and whether to show the velocity vectors).

With this interactive resource, students will learn about static electricity and observe ...

With this interactive resource, students will learn about static electricity and observe the interactions of charges between a sweater, balloons, and a wall. The main information page for this resource offers a link to a teacher's guide and other suggested resources.

CK-12 Basic Physics - Second Edition updates CK-12 Basic Physics and is ...

CK-12 Basic Physics - Second Edition updates CK-12 Basic Physics and is intended to be used as one small part of a multifaceted strategy to teach physics conceptually and mathematically.

Students will explore several striking and unusual properties of bouncing superballs. They ...

Students will explore several striking and unusual properties of bouncing superballs. They will measure and understand the elasticity coefficient of a bouncing superball and understand the role of energy conservation in relation to bouncing balls.

8th grade student will apply Newton’s Laws to design, test and evaluate ...

8th grade student will apply Newton’s Laws to design, test and evaluate materials to create the most protective helmet for an activity of their choice. Students will use force sensors and Vernier software to analyze the force reduction for their helmets. The culmination of this project is for students to write and present a sales pitch to promote their helmet to their peers at an annual "conference."

No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.

Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.

Your redistributing comes with some restrictions. Do not remix or make derivative works.

Most restrictive license type. Prohibits most uses, sharing, and any changes.

Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.