Physics Instructional Guide

Accelerated Motion

Physics

Quarter 1

McGraw Hill Module 3

● Rate ● Parabola K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1

END OF THE UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Organizing Data Students organize and describe data (e.g., via tables, graphs, charts, vector drawings) that represents: ● the net force on an object, its mass (which is held constant), and its acceleration (e.g., via tables, graphs, charts, vector drawings). Identifying Relationships Students use tools, technologies, and/or models to analyze the data and identify and describe relationships in the datasets, including: ● How different masses experiencing the same net force accelerate differently. ● How different net forces on a given object produce different accelerations. ● How gravitation is a constant acceleration as evidenced by the fact that the ratio of net force to mass remains constant. Interpreting Data Students use the analyzed data as: ● Evidence to describe that the relationship between the observed quantities is accurately modeled across the range of data by the formula a = Fnet/m (e.g., double force yields double acceleration, etc.). ● Empirical evidence to distinguish between causal and correlational relationships linking force, mass, and acceleration. ● Empirical evidence to express the relationship Fnet=ma in terms of causality, namely that a net force on an object causes the object to accelerate.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects Data Analysis Lab: How do free fall motion on Earth and Jupiter compare? (p. 82)

Extension

FORMATIVE ASSESSMENTS

Standard 1.1

ELA CONNECTIONS