Models, Frame of Reference, Vectors and Scalars

1. Explain why models do not perfectly describe reality.

2. Define kinematics and state why it must always have a frame of reference.

3. Calculate average speed & solve speed problems.

4. State the difference between average and instantaneous as applied to kinematics.

5. State the difference between vectors and scalars.

6. State the difference between distance and displacement.
7. State the meaning of the sign on a vector. 
8. Calculate average velocities.

Homefun: Questions 1, 2  p.49 Write a paragraph describing a scene from a sport assuming the frame of reference is on the ball

Metacognition Problem Solving Principle: Always attempt to estimate upper and lower limits on a variable in order to evaluate whether it has been correctly calculated.

In real life there are no answer books. Determining if a solution is right or wrong is up to you

Lesson 1

Key Concept: Physics is made up of models. Average speed and velocity are significantly different because one is a scalar and one is a vector.

Purpose: Introduce physics as a science of modeling by using several models. 

Pre-assessment: Use the internet to answer questions 15 - 17 on the Basic Physics Savvy Quiz

Interactive Discussion: Objectives 1. A model is a simplified version of reality used for predictions. A Barbie doll is a model. What things can be predicted from Barbie? In what ways is she simplified? 

Interactive Discussion: Objectives 2-3.How can a stationary wall also be moving at nearly 1000 miles per hour? What concept in physics accounted for the difference between Ptolemy's geocentric model of the universe and Galileo's model (two person groups using internet)? Both can accurately predict the location of planets in the night sky.

Interactive Discussion: Objectives 3 - 7, What is velocity? What is a vector? What is the difference between average speed and average velocity?

Resources/Materials: Barbi Doll, VCR, The Abyss video, computers for internet access.

Acceleration

9. For constant velocity, draw the v vs t, and x vs t curves.

10. Define acceleration.

11. Calculate average acceleration.

Metacognition Problem Solving Principle: All the members of a group need to make the calculations. When there is agreement the calculations are usually right.

Lesson 2

Key Concept: Even a high quality model has errors which creep in due to simplifying assumptions and experimental errors.

Purpose: Create kinematic model of an event.. 

Interactive Discussion: Objectives, What does the slope and intercepts mean on the graphs in obj. 9? Introduce lab write-up standards and the concepts of errors in the model and experimental errors. 

Interactive Discussion: Objectives 10, What is acceleration? In what types of situations would average accel differ from instantaneous accel? When would the two be equal? What does a negative acceleration mean? 

Closing:  Are models in physics accurate or are they merely adequate?

Movie Scene Analysis (3 person groups): The Abyss, Scene where Harrison falls over an underwater cliff.

1. How could we determine if he falls at constant speed? 
2. What is the difference between his instantaneous and average speeds?

Resources/Materials: VCR, The Abyss video, stop watches, computers for use with Excell Spread Sheets.

Mini-Lab Physics Investigation (Requires only Purpose, data, and conclusion) 

1. What factor would cause him to fall at constant or variable speed?
2. If he fell at variable speed would it most likely increase or decrease?
3. What is his frame of reference and would it change his speed if it were changed?
4. How could we mathematically indicate whether he is moving up or down?

The Constant Acceleration Kinematics Equations

12. For constant acceleration, draw the a vs t, v vs t, and x vs t curves and write equations for each.

13. State the meaning of the slope at a point for the v vs t, and x vs t curves.

14. Solve constant acceleration problems in one dimension. using the kinematic equations:

v_f = at + v_o

x = 1/2 at² + v_ot

Remember, the above 2 equations are only good when acceleration is CONSTANT !!!

15. State why all objects fall at the same rate of acceleration.

Homefun: Questions 3 - 15 p.49; prob 1, 3, 5, 7, 9

Metacognition Problem Solving Principle: Whenever possible draw a picture or sketch a graph of the problem. Pictures tend to engage additional parts of the brain not stimulated by equations

Lesson 3

Key Concept: Many useful real world problems can be modeled as having constant acceleration

Purpose: Learn to solve constant acceleration problems

Answer Home Work Questions:

Interactive Discussion: Objectives 11, 12 The 2 constant acceleration equations.

In Class Problem Solving (2 person groups): Constant accel problems

1. Bob stops the redneckmobile
2. Toto in the well 
3. Bambi on the highway 
4. Robin Hood shoots a flaming arrow

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Mini-Lab Physics Investigation (Requires only Purpose, data, and conclusion) 

How much would  reaction time affect the accuracy of the time obtained using a stop watch.

Derivatives

16. State the general meaning of a derivative.
17. Find the derivative of a polynomial.
18. Given x = f(t)  or v = f(t) find  v = f(t) or a = f(t).

Metacognition Problem Solving Principle: Most problems in physics are solved by simply writing enough equations so that they can be solved simultaneously.

Lesson 4

Key Concept: The derivative is simply the slope at a point. Velocities and accelerations are both derivatives.

Purpose: Work problems using the derivative of polynomials

Answer Home Work Questions:

Interactive Discussion: Objectives 15 - 17 What is a derivative and how does it relate to physics.

In Class Problem Solving: Constant acceleration problems

1. Batman punches accelerator
2. Batman slams brakes 

Interactive Discussion: Objectives 18

Resources/Materials: color markers, white board.

Integration

19. State the general meaning of integration.

20. State the meaning of the area under the curve of the a vs t and v vs t curves.

21. Given a = f(t)  or v = f(t) find  v = f(t) or x = f(t).

22. By looking at the direction of the velocity and acceleration vectors, state whether an object is slowing down or speeding up.

23. Given mass calculate weight.

Homefun: 37, 41, 49, 59, 61; p. 52 - 53

Metacognition Problem Solving Principle: Always list and pay attention to units. This will help prevent algebra errors.

Lesson 5

Key Concept: The integral is simply the area under the curve. 

Purpose: Work problems using the integration of polynomials

Answer Home Work Questions:

Interactive Discussion: Objectives 19 -20 What is integration and how does it relate to physics?

Demo 1: Show carpenter's form

In Class Problem Solving: integration problems

1. Reverse Batman punches accelerator
2. Reverse Batman slams brakes 

Interactive Discussion: Objectives 21 -22. Why is mass not the same thing as weight?

Demo 2: Drop book with sheet of paper on top.

Resources/Materials: carpenter's form, color markers, white board.

Formal Physics Investigation