Unit

Matter in Motion

Local Objective

At the end of the unit, students will be able to...

a.  Describe the motion of an object by the position of the object in relation to a reference point.

b.  Identify the two factors that determine speed.

c.  Explain the difference between speed and velocity.

d.  Analyze the relationship between velocity and acceleration.

e.  Demonstrate that changes in motion can be measured and represented on a graph.

f.  Describe forces, and explain how forces act on objects.

g.  Determine the net force when more than one force is acting on an object.

h.  Compare balanced and unbalanced forces.

i.  Describe ways that unbalanced forces cause changes in motion.

j.  Explain why friction occurs.

k.  List two types of friction, and give examples of each type.

l.  Explain how friction can be both harmful and helpful.

m.  Describe gravity and its effect on matter.

n.  Explain the law of universal gravitation.

o.  Describe the difference between mass and weight.

Objective used to evaluate students

Yes

Assessment Activity

1.  The students will be assessed by completing daily independent activities on the objectives of describing the motion of an object by the position of the object in relation to a reference point; identifying the two factors that determine speed; explaining the difference between speed and velocity; analyzing the relationship between velocity and acceleration; demonstrating that changes in motion can be measured and represented on a graph; describing forces, and explain how forces act on objects; determining the net force when more than one force is acting on an object; comparing balanced and unbalanced forces; describing ways that unbalanced forces cause changes in motion; explaining why friction occurs; listing two types of friction, and give examples of each type; explaining how friction can be both harmful and helpful; describing gravity and its effect on matter; explaining the law of universal gravitation; and describing the difference between mass and weight.

2.  At the end of the unit, students will complete a unit evaluation testing mastery of describing the motion of an object by the position of the object in relation to a reference point; identifying the two factors that determine speed; explaining the difference between speed and velocity; analyzing the relationship between velocity and acceleration; demonstrating that changes in motion can be measured and represented on a graph; describing forces, and explain how forces act on objects; determining the net force when more than one force is acting on an object; comparing balanced and unbalanced forces; describing ways that unbalanced forces cause changes in motion; explaining why friction occurs; listing two types of friction, and give examples of each type; explaining how friction can be both harmful and helpful; describing gravity and its effect on matter; explaining the law of universal gravitation; and describing the difference between mass and weight.

Level of Expectation

80%

List of concepts and Evaluation Types

ConceptEvaluation Type
QuestionsCR
Unit ExamCR

Learning Activity

The students will:

a.  Participate in "The Domino Derby."

b.  Read a section on measuring motion.  Discuss the motion of objects as related to a reference point, two factors that determine speed, differences between speed and velocity, the relationship between velocity and acceleration, and how changes in motion can be represented on a graph.

c.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.

d.  Read a section on "What is Force?"  Discuss what determines forces and how forces act on objects, the net force when more than one force is acting on an object, how balanced and unbalanced forces are alike, and the ways that unbalanced forces cause changes in motion.

e.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.

f.  Read section on friction.  Discuss why friction occurs, the two types of friction and examples of each, and how friction can be both harmful and helpful.

g.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.

h.  Read section on gravity.  Discuss what gravity is and its effect on matter, the law of universal gravitation, and the difference between mass and weight.

i.  Answer some recall questions from their reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.

j.  End the chapter by reviewing their questions.  Take a unit exam over the section matter in motion.  Questions will review the following objectives:  describing the motion of an object by the position of the object in relation to a reference point; identifying the two factors that determine speed; explaining the difference between speed and velocity; analyzing the relationship between velocity and acceleration; demonstrating that changes in motion can be measured and represented on a graph; describing forces, and explain how forces act on objects; determining the net force when more than one force is acting on an object; comparing balanced and unbalanced forces; describing ways that unbalanced forces cause changes in motion; explaining why friction occurs; listing two types of friction, and give examples of each type; explaining how friction can be both harmful and helpful; describing gravity and its effect on matter; explaining the law of universal gravitation; and describing the difference between mass and weight.

Instructional Method

The teacher will:

a.  Introduce unit by having students compete in "The Domino Derby."  Discuss with students how they can improve their speeds.  (Directions on page 3)

b.  Lecture and discuss measuring motion.  Include specific topics such as the motion of objects as related to a reference point, two factors that determine speed, differences between speed and velocity, the relationship between velocity and acceleration, and how changes in motion can be represented on a graph.

c.  Guide students during the answering of recall questions.

d.  Lecture and discuss "What is Force?"  Include specific topics such as what determines forces and how forces act on objects, the net force when more than one force is acting on an object, how balanced and unbalanced forces are alike, and the ways that unbalanced forces cause changes in motion.

e.  Guide students during the answering of recall questions.

f.  Lecture and discuss friction.  Include specific topics such as why friction occurs, the two types of friction and examples of each, and how friction can be both harmful and helpful.

g.  Guide students during the answering of recall questions.

h.  Lecture and discuss gravity.  Include specific topics such as what gravity is and its effect on matter, the law of universal gravitation, and the difference between mass and weight.

i.  Guide students during the answering of recall questions.

Content Standards

SC 7, SC 2, MA 2, SC 1

Process Standards

1.1, 2.3, 4.1, 1.2, 3.1, 3.5

Resources

Holt Science & Technology "Forces, Motion, and Energy" (M)

Dominoes

Correction Exercise

Assignment Corrections

Tutoring/Peer Coaching

Enrichment Exercise

Chapter 1 Enrichment Pages

Special Needs

Assignment Modifications

Alternative Testing

Tutoring/Peer Coaching

GLEs v1.0

GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
SC/2FM/1/A/07/dScienceProperties and Principles of Force and MotionThe motion of an object is described by its change in position relative to another object or pointThe motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference)Grade 7Scope and Sequence  Force, Motion, and Work Interpret a line graph representing an object s motion in terms of distance over time (speed) using metric units
SC/2FM/1/A/07/cScienceProperties and Principles of Force and MotionThe motion of an object is described by its change in position relative to another object or pointThe motion of an object is described as a change in position, direction, and speed relative to another object (frame of reference)Grade 7Scope and Sequence  Force, Motion, and Work Given an object in motion, calculate its speed (distance/time)
SC/2FM/2/A/07/bScienceProperties and Principles of Force and MotionForces affect motionForces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitudeGrade 7Scope and Sequence  Force, Motion, and Work Compare the forces acting on an object by using a spring scale to measure them to the nearest Newton
SC/2FM/2/A/07/aScienceProperties and Principles of Force and MotionForces affect motionForces are classified as either contact (pushes, pulls, friction, buoyancy) or non-contact forces (gravity, magnetism), that can be described in terms of direction and magnitudeGrade 7Scope and Sequence  Force, Motion, and Work Identify and describe the types of forces acting on an object in motion, at rest, floating/sinking (i.e., type of force, direction, amount of force in Newtons)
SC/7IN/1/D/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Grade 7Scope and Sequence - All Units Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)
SC/7IN/1/E/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingThe nature of science relies upon communication of results and justification of explanationsGrade 7Scope and Sequence - All Units Communicate the procedures and results of investigations and explanations through: -oral presentations -drawings and maps -data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, --multiple trials, beginning and ending times or temperatures, derived quantities) -graphs (bar, single line, pictograph) -equations and writings
SC/8ST/2/A/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timePeople of different gender and ethnicity have contributed to scientific discoveries and the invention of technological innovationsGrade 6-8Scope and Sequence - All Units Describe how the contributions of scientists and inventors, representing different cultures, races, and gender, have contributed to science, technology and human activity (e.g., George Washington Carver, Thomas Edison, Thomas Jefferson, Isaac Newton, Marie Curie, Galileo, Albert Einstein, Mae Jemison, Edwin Hubble, Charles Darwin, Jonas Salk, Louis Pasteur, Jane Goodall, Tom Akers, John Wesley Powell, Rachel Carson) (Assess Locally)
SC/8ST/2/B/06-08/aScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize the difficulty science innovators experience as they attempt to break through accepted ideas (hypotheses, laws, theories) of their time to reach conclusions that may lead to changes in those ideas and serve to advance scientific understanding (e.g., Darwin, Copernicus, Newton)
SC/8ST/2/B/06-08/bScienceImpact of Science, Technology and Human ActivityHistorical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over timeScientific theories are developed based on the body of knowledge that exists at any particular time and must be rigorously questioned and tested for validityGrade 6-8Scope and Sequence - All Units Recognize explanations have changed over time as a result of new evidence
SC/2FM/2/B/07/aScienceProperties and Principles of Force and MotionForces affect motionEvery object exerts a gravitational force on every other objectGrade 7Scope and Sequence  Force, Motion, and Work Recognize every object exerts a gravitational force of attraction on every other object
SC/2FM/2/B/07/bScienceProperties and Principles of Force and MotionForces affect motionEvery object exerts a gravitational force on every other objectGrade 7Scope and Sequence  Force, Motion, and Work Recognize an object s weight is a measure of the gravitational force of a planet/moon acting on that object
SC/2FM/2/D/07/aScienceProperties and Principles of Force and MotionForces affect motionNewton s Laws of Motion explain the interaction of mass and forces, and are used to predict changes in motionGrade 7Scope and Sequence  Force, Motion, and Work Compare the effects of balanced and unbalanced forces (including magnetic, gravity, friction, push or pull) on an object s motion
SC/7IN/1/B/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/7IN/1/C/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingEvidence is used to formulate explanationsGrade 7Scope and Sequence - All Units Use quantitative and qualitative data as support for reasonable explanations (conclusions)
SC/7IN/1/D/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Grade 7Scope and Sequence - All Units Evaluate the reasonableness of an explanation (conclusion)

Objective Notes/Essential Questions

DateNote/Question
6/18/2007 11:08:19 AMWhat distinguishes the measurement of speed from that of velocity and acceleration?      What is centripetal acceleration?      How do you calculate average speed?  average acceleration?      What is a net force?      Are the forces on a kicked soccer ball balanced or unbalanced?  How do you know?      Which of the following would NOT help you move a heavy object across a concrete floor? water, ball bearings, oil, liquid soap, steel rods, foam rubber      Name three common items you might use to increase friction.      What is the difference between mass and weight?      What must you know in order to calculate the gravitational force between two objects?      Where would you weigh the most, on a boat, on the space shuttle, or on the moon?