Form 10: Chunks and Bridges

Module 1: Kinematics

Chunk 1 Learning to read motion diagrams the importance of slope.

Reinforcement Activity

Introduction/Trans ition http://camillasenior.homes Introduction: tead.com/motion_graphs.p Motion diagrams df come in three forms, displacement, velocity, and acceleration, and all depend on time. Practice interpreting each of these graphs with the information provided. Transition: As the lesson continues, we will use our knowledge of these graphs to effectively use one to create the other. Reinforcement Activity http://smithteach.com/ph30s/kine matics/notes_files/14% 20Converting %20Graphs.pdf Introduction/Transitio n Introduction: Now that we know how to read graphs, we have to interpret what the change in the graph represents. Graphing activity Transition: Since we can now use a velocity-time to

Chunk 2 Learning to infer one graph from another using the slope and area to tell us something.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

create a distance time and vice versa, we can generally create a system of equations to do it for us. So no more graphing.yay!!! Chunk 3 Using Galilean Equations to interpret word problems. Reinforcement Activity https://www.google.com/url? sa=t&rct=j&q=&esrc=s&sour ce=web&cd=5&ved=0CFUQF jAE&url=http%3A%2F %2Fwww.wdeptford.k12.nj.us %2Fhigh_school%2Fmpustie %2FKinematic %2520Eqns.ppt&ei=PcXJUdG CNaqBygHez4HgAQ&usg=AF QjCNEKKr4ikyaVHpudqiwwNLDv4rVyQ&sig 2=fQwsX37P2tXGJbdRo Introduction/Tr ansition Introduction: we now know that area on a v-t is displacement and area on an a-t is velocity. We also know slope on d-t and v-t represent velocity and acceleration respectively. Now lets create some equations so we dont have to graph anymore. Powerpoint activity Transition: Now students can effectively use graphs or equations to model motion.

http://maddysflashdrive.wikis paces.com/file/view/ch2graph spdf.pdf

Module 2: Dynamics Chunk 1 Reinforcement Activity Introduction/Transition

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Static Equilibr ium: what is it?

Find examples of static equilibrium Introduction: Free body in the real world, draw the free body diagramming is diagram and share in class important to visualize all the forces acting on the body. That diagram can tell you a lot about the motion. Sharing Activity Transition: Now that we recognize static equilibrium, it should be easy to identify scenarios that are not static equilibrium! Chunk 2 Reinforcement Activity Introduction/Transition Using F=ma and For all three of these I Introduction: Since the nd Newtons 2 already have my students free body is no longer Law to solve complete the following balanced, that means non-static packet as practice: one force is bigger equilibrium http://www.physicsclassroo than another, therefore problems. m.com/curriculum/newtlaw it will win the tug of s/newtl.pdf war! F=ma activity Transition: We can identify both static and non-static situations. Thus we can identify accelerating bodies clearly. We will now move into 2-dimensioal space: the attwood and incline. Chunk 6 2-dimensional acceleration, the inclined plane and attwood. Reinforcement Activity Here is a worksheet that I have used to assess the inclined plane: http://www.physicsclassroo m.com/curriculum/force2D/f orces5.pdf Introduction/Tra nsition Introduction: we know how to apply acceleration to one-dimension, now we will apply it to two dimensions Incline activity We have now

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

become adept at identifying whether an object is accelerating or not, and we can solve for the net force/accelerati on.

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.