Texarkana Independent School District

Focus Plan Texarkana Independent School District

GRADING IPC + Chemistry – 1st 6 weeks, PLAN CODE: PERIOD: Biology – 3rd 6 weeks WRITER: L. Petty COURSE/SUBJECT: 11th grade science

GRADE(S): 11th TIME ALLOTTED 1½ hours – 2 hours FOR INSTRUCTION:

TITLE: The Rides At The Park

LESSON TOPIC: Applications of Newton’s Laws

TAKS OBJECTIVE: Objective 5 The student will demonstrate an understanding of motion, forces, and energy.

FOCUS TEKS AND STUDENT 11.4 The student knows concepts of force and motion evident in everyday life. EXPECTATION: The student is expected to: (B) investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits. SUPPORTING TEKS AND Objective 1: The student will demonstrate an understanding of the nature of STUDENT EXPECTATIONS: science. 11.2 The student uses scientific methods during field and laboratory investigations. The student is expected to: (C) organize, analyze, evaluate, make inferences, and predict trends from data (D) communicate valid conclusions

CONCEPTS ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES The student will understand that Forces Forces affect everything in the universe.

Newton Sir Isaac Newton wrote the Laws of Motion to explain how forces affect the motion of objects. Rides Newton’s Law of Inertia and Law of Acceleration are used to help design rides at an amusement park. Centrifugal motion Special rules apply to circular motion. Centrifugal motion is used on turns on amusement park rides. Balance How Newton’s Law of Motion are used in park rides must be balanced to assure the safety of the people on the ride. I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)

A. Focus/connections/anticipatory set

Once students are seated, show a brief video clip of a roller coaster ride.

B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Lecture

Go over Ride Terminology.

C. Guided activity or strategy

Complete Lab Worksheet – The Rides At The Park.

D. Accommodations/modifications

Students requiring accommodations may be given a copy of the completed vocabulary.

E. Enrichment

Students requiring enrichment may do the vocabulary list for homework.

II. STUDENT PERFORMANCE

A. Description

Do Texas Cyclone and/or Greased Lightnin

B. Accommodations/modifications

Students requiring accommodations should work with a peer tutor and may only do one diagram.

C. Enrichment

Students requiring enrichment may serve as peer tutors and should do both diagrams.

III. ASSESSMENT OF ACTIVITIES

A. Description

Grade (or go over) Lab Worksheet – The Rides At The Park Grade Greased Lightnin and/or Texas Cyclone

B. Rubrics/grading criteria

If Lab Worksheet is graded, each correct answer is worth 4 points. For Greased Lightnin and Texas Cyclone, all common correct answers are given. Decide how many correct answers are needed and calculate the percentage.

C. Accommodations/modifications

For students requiring accommodations, they should be allowed to work with a peer tutor for the Lab Worksheet since it requires a lot of reading. For Greased Lightnin and Texas Cyclone, it is suggested that they need only one answer per block unless they do these worksheets with a peer tutor. D. Enrichment

Students requiring enrichment should be held accountable for more than one answer for each sign with multiple answers.

E. Sample discussion questions

1. When is the maximum gravitational speed reached on a roller coaster? At the bottom of the highest hill. 2. What type of banking must be used if the coaster hits a turn at high speeds? Curved must be well- banked. 3. Which of Newton’s Laws explains why you feel like your stomach is trying to go out your feet when you reach a valley at high speeds and start climbing the next hill? 1st – Law of Inertia 4. Which of Newton’s Laws explains why it takes more braking force to stop a heavy coaster? 2nd – Law of Acceleration 5. What force affects you equally no matter where you are? Gravity 6. What forces cause the coaster, and any other moving object, to slow down? Friction and air resistance.

IV. TAKS PREPARATION

A. Transition to TAKS context

1. Newton’s first law of motion states that an object moving in a straight line at a constant velocity will continue moving in a straight line at that velocity forever unless a force acts on the moving object.

Space probes are a good example of Newton’s first law of motion. Following launch into space, a probe sent toward the outer reaches of our solar system continues to travel at a constant speed without further rocket power unless acted upon by another force.

Does your car obey Newton’s first law of motion? What happens if you are driving your car in a straight line on a level road at a constant speed and put the transmission in neutral? Will you continue to move forward at the same speed, or will you slow and coast to a stop without using your brakes?

Why does a person coasting in a car eventually come to a stop? (a) Newton’s laws of motion apply only to objects in empty space, like space probes and planets. (b) A car obeys Newton’s first law of motion, but the mass of the car causes it to lose inertia and gain momentum until it finally stops. (c) A car does not obey Newton’s first law of motion. A force must be applied to the drive wheels of the car to keep it from stopping by itself. (d) Other forces act on a car to slow it down. Friction between the tires and road, friction between moving parts of the car, and air resistance all act to gradually slow and stop the car.

2. Keisha is riding in a city bus. She is standing motionless in the aisle as the bus travels at a speed of 35 miles per hour. As the bus suddenly brakes, Keisha ____ (a) falls forward. (b) falls backward. (c) falls to the side. (d) remains motionless. B. Sample TAKS questions

Spring 2003

1. The frog leaps from its resting position at the lake’s bank onto a lily pad. If the frog has a mass of 0.5 kg and the acceleration of the leap is 3 m/s2, what is the force the frog exerts on the lake’s bank when leaping?

(a) 0.2 N (b) 0.8 N (c) 1.5 N (d) 6.0 N

Spring 2004

2. Which of these is the best description of the action-reaction force pair when the space shuttle lifts off from the launch pad? (a) The ground pushes the rocket up while exhaust gases push down on the ground. (b) Exhaust gases push down on air while the air pushes up on the rocket. (c) The rocket pushes exhaust gases down while the exhaust gases push the rocket up. (d) Gravity pulls the rocket exhaust down while friction pushes up against the atmosphere.

V. KEY VOCABULARY

accelerating force friction average speed gravity centrifugal force inertia centripetal force wind resistance decelerating force

VI. RESOURCES

A. Textbook

None needed.

B. Supplementary materials/equipment Lab Instructions – The Rides At The Park Lab Worksheet – The Rides At The Park Instructor’s Copy – The Rides At The Park Ride Terminology Greased Lightnin Instructor’s Copy – Greased Lightnin Texas Cyclone Instructor’s Copy – Texas Cyclone

C. Technology

Roller Coaster Tycoon by Atari – helps students design a roller coaster on the computer. VII. FOLLOW UP ACTIVITIES (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

A. Reteaching

Go over graded papers with students.

B. Next lesson in sequence

IPC – 4C – analyze the effects caused by changing force or distance in simple machines as demonstrated in household devices, the human body, and vehicles. Biology – 10A – interpret the functions of systems in organisms including muscular and skeletal. Chemistry – 4D – investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.

VIII.TEACHER NOTES

Before lab: 1. Run off a class set of Lab Instructions (about 35). 2. Run off a Lab Worksheet for each student. 3. Run off copies of Greased Lightnin and/or Texas Cyclone for each student.

After doing Lab Worksheet, but before doing Greased Lightnin: 4. Before doing Greased Lightnin, explain to students that this coaster used a fly-wheel catapult (like the device that propels aircraft off of a carrier) that accelerates the train to 60 miles/hr in less than 4 seconds. The rider experiences 6 Gravity Forces (6 G’s – or 6 times his/her own weight) as he/she starts to climb the loop. At the loop’s top, the rider experiences only one-half of his/her normal weight.