Move Onto PhysicsMove Onto PhysicsSara TorresColumbia Public SchoolsJaime Horton, Amy ScrogginsCarthage R-9 School

Support: Missouri Department of Elementary andSecondary EducationMath-Science Partnership Grant

www.physicsfirstmo.org

What is the Physics First program?What is the Physics First program? Physics First is a national movement to teach a

year-long Physics course in 9th grade

In Missouri, MO-DESE has funded a partnershipled by Columbia Public Schools and Univ. ofMissouri-Columbia to develop curriculum andconduct professional development (PD)

Two sessions of PD were conducted in 2006,and 2007 for 60 teachers, one session left 2008

CurriculumCurriculum Year 1: Uniform and Accelerated Motion, Forces,

and Newton’s Laws Year 2: Motion in 2D, Energy, Momentum,

Astronomy, and Electricity Year 3: Electromagnetism, Heat, Light, Waves,

Real-World Applications Pedagogy - based on Modeling, Inquiry & 5E Year-long follow-up and support

Today - parts of Unit 1: Uniform Motion

StudentsStudents’’ Beliefs BeliefsPosition, velocity, acceleration Same position means same speed Position and velocity graphs show the path of the particle Same velocity means same acceleration for two objects Zero velocity means zero acceleration Positive acceleration means “speeding up” and a

negative acceleration means “slowing down”. Difficulty relating real world motion to a graph Identify quantity in a graph that will answer the question

(coordinate, slope, area)

Learning ObjectivesLearning Objectives GLEs associated with motion: 2.1.A.a; 2.1.A.b;

7.1.A.a; 7.1.A.b; 7.1.A.c; 7.1.B.a; 7.1.B.b,7.1.E.a)

Big Understandings and SkillsBig Understandings and Skills

Given an x vs. t graph, you should be able to: describe the motion of the object (starting position,

direction of motion, velocity) draw the corresponding v vs. t graph draw a motion diagram for the object. determine the average velocity of the object (slope). write a mathematical expression that describes the

motion.

Big Understandings and SkillsBig Understandings and Skills Given a v vs. t graph, you should be able to:

describe the motion of the object (direction of motion,how fast)

draw the corresponding x vs. t graph determine the change in position of the object (area

under curve). draw a motion diagram for the object. write a mathematical expression to describe the

motion.

Activity: Bag of CarsActivity: Bag of Cars

Outcomes of the Bag of CarsOutcomes of the Bag of Cars Provides common experience for all students Determine prior knowledge Determine misconceptions

Activity: Bubble LabActivity: Bubble Lab

Outcomes of the Bubble LabOutcomes of the Bubble Lab Design experiment, collect data, draw x vs. t graph Interpret slope, and units of slope Interpret intercept of straight line graph Calculate speed from data table, relate to slope Unit conversion Distinguish between position and distance Distinguish between time and time intervals Mathematical expression for speed Develop motion diagrams

Experimental DataExperimental Data

Orange bubble tubeTimer at: 60beats/minBeat Position (cm)

Trial 1 Trial 2 Trial 3 Average0 0 0 0 0.01 6.5 8 7 7.22 14 16 15.5 15.23 21 24.5 22.5 22.74 28.5 32.5 30 30.35 36 40 38 38.06 43.5 47.5 44.5 45.27 51 - - 51.08 58 - - 58.0

Experimental ResultsExperimental Results

Position vs. Time for Orange Bubble Tube

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

0 2 4 6 8 10

Time (s)

Po

sit

ion

(cm

)

Activity: Constant Speed Car LabActivity: Constant Speed Car Lab

Outcomes of the Constant Speed Car LabOutcomes of the Constant Speed Car Lab Design experiment, collect data, draw x vs. t graph Interpret slope, and units of slope Interpret intercept of straight line graph Calculate speed from data table, relate to slope Unit conversion Distinguish between position and distance Distinguish between time and time intervals Mathematical expression for speed Develop motion diagrams

Position Position vsvs time graph time graph

Verbal Description of MotionVerbal Description of MotionAn object starts moving in the positive direction from position

x1 to position x2, with a constant speed, for a time intervalΔtA = t2 - t1. where t1= 0 seconds. During the time intervalΔtB = t3 - t2 the object does not move, its position is notchanging and its velocity is therefore zero. During thetime interval ΔtC = t5 - t3 the object moves faster thanduring the time interval ΔtA (it moves with a higher speed)but it moves in the negative direction. At time t4 theobject passes through the origin of the coordinate axis.

Velocity Velocity vsvs time graph time graph

Motion DiagramsMotion Diagrams Mathematical descriptionMathematical description

Accelerated MotionAccelerated Motion How does the motion diagram looks like? How is the v vs t different for the accelerated

motion? Demo: the spark timer

Accelerated MotionAccelerated MotionMotionMotion Diagram Diagram

Accelerated MotionAccelerated MotionV V vsvs t graph t graph

Accelerated MotionAccelerated MotionV V vsvs t graph from experiment t graph from experiment

Accelerated MotionAccelerated Motionx x vsvs t graph from experiment t graph from experiment

Contact infoContact infoStorres@columbia.k12.mo.usMeeraC@Missouri.eduKosztinD@Missouri.edu

www.physicsfirstmo.org

If you are a 9th grade teacher and areinterested in this program, pleasecontact us. We plan on writing a newgrant that will continue to support thisprogram.