CAST’s UDL LESSON BUILDERLesson Overview
Title:Speed and Acceleration
Author:Aaron Vasquez
Subject:Physics
Grade Level(s):11th grade
Duration:90 minutes
Subject Area:Physics
Unit Description:
Graphing and Calculating Speed
Lesson Description for Day:
The purpose of this section is to introduce the relationships between speed, displacement, time, and acceleration. This unit is to come after the vocabulary and the conceptual pieces of these are introduced. This unit will help to reinforce key concepts as well as showcase relationships seen in graphs.
State Standards:
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit).
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in Grade 9 or 10.
(b) Introduction.
(1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter.
(c) Knowledge and skills
(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:
(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
(B) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(C) collect data and make measurements with precision;
(D) organize, analyze, evaluate, make inferences, and predict trends from data; and
(E) communicate valid conclusions.
(4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to:
(A) describe and calculate an object's motion in terms of position, displacement, speed, and acceleration;
(B) measure and graph distance and speed as a function of time using moving toys;
GoalsUnit Goals:1. Students will understand the differences between distance and displacement, and velocity and speed2. Students will be able to determine based on a graph of displacement versus time, speed versus time, or velocity versus time the motion of the object. 3. Students will be able to determine the speed or velocity from a graph of distance or displacement versus time 4. Students will be able to determine the acceleration based on the speed versus time graph 5. Students will be able to graph and interpret data using Excel or another spreadsheet application to find speed and acceleration on objectLesson Goals:
1. Students will be able to determine based on a graph of displacement versus time, speed versus time, or velocity versus time the motion of the object.
2. Students will be able to determine the speed or velocity from a graph of distance or displacement versus time
3. Students will be able to determine the acceleration based on the speed versus time graph
MethodsAnticipatory Set:The teacher will ask the students several anticipatory questions to set up the lesson. The teacher will provide a scenario for students to analyze.Scenario. If you are riding in a car on the passenger side and have a ball outside of the window in your hand. What will happen to the ball when the cars suddenly stops? Does the ball have speed? At what speed is the ball traveling? At what speed are you traveling at?
Introduce and Model New Knowledge:Students will be able to understand the concept of speed.Students will be able to collect analyze data.
Students will be able to create a graph.
Students will be able to construct a table with datat collected.
Students will be able to find the average speed.
Provide Guided Practice:Teacher will explain the defenition of Speed. Def:Speed is the rate at which someone or something moves or travels.Students in today's activities you will be building a mouse trap car and calculating its speed. You will be graphing the data collected, in distance over time. Once you have collected data you will be creating a graph using Excel. You will be working with groups of two. One will be the recorder and the other will be the reporter. Remember you must work together.At the end of the lesson you will have an understanding of speed. You will create a graph and a chart, which you will present to the class.
Provide Independent Practice:Students will create a mousetrap car and collect data that will allow them to attain the concept of speed by collecting and analyzing data. Students are to view and the Ebook provide for them before constructing their mousetrap cars. Ebook AssessmentFormative/Ongoing Assessment:
Students will be asses in their ability to create a mousetrap car. Student will be asses in the creation of their spreadsheet. Does it have at least two columns. Position in ft and time measure in seconds. Student will be asses in their collaborative effort. Was one student completing all the assignment. Student will be graded on their presentation to the class.
Student will asked questions through socrative and obtain immediate feedback during their guided and independent practice.
Summative/End Of Lesson Assessment:
Student will be given an EXIT ticket that they have to complete. The EXIT ticket will have a spot where the students answer the following questions.
Do you know what speed is?
What was the easiest part of the the lesson?
What was the hardest?
What would you change about the lesson?
Materials Build MouseTrap Car PDF
Mousetrap Car Video
Collecting Data
Position versus time
Graphing speed
Ebook
Assignment
Title:Speed and Acceleration
Author:Aaron Vasquez
Subject:Physics
Grade Level(s):11th grade
Duration:90 minutes
Subject Area:Physics
Unit Description:
Graphing and Calculating Speed
Lesson Description for Day:
The purpose of this section is to introduce the relationships between speed, displacement, time, and acceleration. This unit is to come after the vocabulary and the conceptual pieces of these are introduced. This unit will help to reinforce key concepts as well as showcase relationships seen in graphs.
State Standards:
112.38. Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit).
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in Grade 9 or 10.
(b) Introduction.
(1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter.
(c) Knowledge and skills
(2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to:
(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;
(B) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(C) collect data and make measurements with precision;
(D) organize, analyze, evaluate, make inferences, and predict trends from data; and
(E) communicate valid conclusions.
(4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to:
(A) describe and calculate an object's motion in terms of position, displacement, speed, and acceleration;
(B) measure and graph distance and speed as a function of time using moving toys;
GoalsUnit Goals:1. Students will understand the differences between distance and displacement, and velocity and speed2. Students will be able to determine based on a graph of displacement versus time, speed versus time, or velocity versus time the motion of the object. 3. Students will be able to determine the speed or velocity from a graph of distance or displacement versus time 4. Students will be able to determine the acceleration based on the speed versus time graph 5. Students will be able to graph and interpret data using Excel or another spreadsheet application to find speed and acceleration on objectLesson Goals:
1. Students will be able to determine based on a graph of displacement versus time, speed versus time, or velocity versus time the motion of the object.
2. Students will be able to determine the speed or velocity from a graph of distance or displacement versus time
3. Students will be able to determine the acceleration based on the speed versus time graph
MethodsAnticipatory Set:The teacher will ask the students several anticipatory questions to set up the lesson. The teacher will provide a scenario for students to analyze.Scenario. If you are riding in a car on the passenger side and have a ball outside of the window in your hand. What will happen to the ball when the cars suddenly stops? Does the ball have speed? At what speed is the ball traveling? At what speed are you traveling at?
Introduce and Model New Knowledge:Students will be able to understand the concept of speed.Students will be able to collect analyze data.
Students will be able to create a graph.
Students will be able to construct a table with datat collected.
Students will be able to find the average speed.
Provide Guided Practice:Teacher will explain the defenition of Speed. Def:Speed is the rate at which someone or something moves or travels.Students in today's activities you will be building a mouse trap car and calculating its speed. You will be graphing the data collected, in distance over time. Once you have collected data you will be creating a graph using Excel. You will be working with groups of two. One will be the recorder and the other will be the reporter. Remember you must work together.At the end of the lesson you will have an understanding of speed. You will create a graph and a chart, which you will present to the class.
Provide Independent Practice:Students will create a mousetrap car and collect data that will allow them to attain the concept of speed by collecting and analyzing data. Students are to view and the Ebook provide for them before constructing their mousetrap cars. Ebook AssessmentFormative/Ongoing Assessment:
Students will be asses in their ability to create a mousetrap car. Student will be asses in the creation of their spreadsheet. Does it have at least two columns. Position in ft and time measure in seconds. Student will be asses in their collaborative effort. Was one student completing all the assignment. Student will be graded on their presentation to the class.
Student will asked questions through socrative and obtain immediate feedback during their guided and independent practice.
Summative/End Of Lesson Assessment:
Student will be given an EXIT ticket that they have to complete. The EXIT ticket will have a spot where the students answer the following questions.
Do you know what speed is?
What was the easiest part of the the lesson?
What was the hardest?
What would you change about the lesson?
Materials Build MouseTrap Car PDF
Mousetrap Car Video
Collecting Data
Position versus time
Graphing speed
Ebook
Assignment