| FORCE
AND MOTION COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONCEPTS |
PROCESSES |
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1. |
Here
to There (5 sessions)
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Students
are introduced to motion as a change of position, and distance
as the magnitude of a change in position. They work with air
trolleys to define terms, gather and graph data, and analyze
outcomes. They analyze graphic representations of races between
several different competitors in both print and multimedia formats. |
- Position is the location of an object at any given time.
- Motion is the act of changing position.
- Distance is the amount of change of position.
- A reference point is an arbitrary point on an object,
used to establish its position.
- Calculate distance (d) using the distance equation.
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- Observe and describe an object’s motion in terms
of change of position.
- Explain how to use a reference point to determine the
distance moved by an object.
- Measure distance in standard metric units.
- Use tools to gather data and mathematics to organize data.
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2. |
Speed
(5–6 sessions) |
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Students
learn that speed is the rate at which an object changes position.
They gather data from cars rolling down ramps and representations
of moving vehicles to investigate and solve speed problems.
They are introduced to making and analyzing distance-versus-time
graphs. |
- Speed is the rate of change of position of an object:
v = d / Δt.
- The slope of the line on a speed graph represents speed;
steeper slopes represent higher speeds.
- The equation for calculating distance when speed and time
are known is d = v X Δt.
Average speed is the total distance traveled by an object
divided by the total time needed to go that distance.
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- Conduct experiments to acquire distance and time data
and to determine speed.
- Use tools to gather data and mathematics to organize data.
- Use mathematics to solve problems involving unknown quantities.
- Explain speed in terms of distance and time.
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3. |
Comparing
Speeds (8–9 sessions) |
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Students
learn how to analyze and represent speed to solve problems.
They gather data for students walking and running, and use representations
of boat races and the Iditarod race to investigate and solve
speed problems. They practice making and analyzing speed graphs. |
- The slope of a line on a distance-versus-time graph represents
speed; steeper slopes represent higher speeds.
- A distance-versus-time graph can be used to determine
an object’s speed.
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- Conduct experiments to acquire time and distance data
and to determine speed.
- Use tools to gather and organize data and solve problems
involving unknown quantities.
- Use speed graphs to determine head starts.
- Explain speed in terms of distance and time.
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4. |
Representing
Motion (7 sessions) |
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Students
learn to represent motion in graphs. They distinguish between
position graphs and distance graphs and analyze both to describe
motion. They extract data from word problems, create data tables,
and construct motion graphs. They also collect and organize
data for their own motion, using meter tapes and stopwatches.
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- The difference between an object’s initial and final
positions is displacement.
- Constant speed and average speed yield straight lines
on distance-versus-time graphs.
- Complex motion events can be analyzed into coherent segments
called legs.
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- Use tools to gather and organize data.
- Transform narrative accounts of motion events into graphic
representations.
- Generate motion scenarios from graphic representations
of motion events.
- Explain the difference between displacement and distance.
- Explain what a horizontal line on a speed graph represents.
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page 4
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