Evelyn Falcon Inquiry Lesson Plan

 Evelyn Falcon

Grade 9

FL.MA.DA.6-8.1.1

...collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, bar graphs, to determine how different ways of presenting data can lead to different interpretations.

FL.MA.GS.9-12.3.2

...using a rectangular coordinate system (graph), applies and algebraically verifies properties of two- and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.

FL.SC.C.1.1

The student understands that types of motion may be described, measured, and predicted.

FL.SC.C.1.1.2

...knows that there is a relationship between force and motion.

FL.SC.C.1.2.1

...understands that the motion of an object can be described and measured.

FL.SC.C.1.3.1

...knows that the motion of an object can be described by its position, direction of motion, and speed.

FL.SC.C.1.4.2

...knows that any change in velocity is an acceleration.

FL.SC.C.2.2.4

...knows that the motion of an object is determined by the overall effect of all of the forces acting on the object.

FL.SC.C.2.3.5

...understands that an object in motion will continue at a constant speed and in a straight line until acted upon by a force and that an object at rest will remain at rest until acted upon by a force.

FL.SC.C.2.4.1

...knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.

Science: Teachers Guide To Science

Teacher Resource Science Lesson Plans referenced with Indiana state standards. Covers many topics from caterpillars and bubbles to physics and nuclear energy. Grades K-12 Rating**

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Understanding Acceleration and Deceleration

Solve problems to determine acceleration and deceleration of objects in motion.

 This lesson will allow the students to understand mechanics and the meaning of acceleration. Students will complete a lab that will measure the acceleration of a ball rolling down an inclined track.

•  Acceleration is the rate at which an objects velocity changes with time.
• The change in velocity may be in magnitude (speed), direction, or both.
• Acceleration= Change is velocity divided by time interval
• The term acceleration applies to decrease as well as to increase in velocity.
• When the acceleration is negative, then it is decelerating.
• y=mx+b
• b=slope
• Slope is the change of y divided by the change in x

 By the end of the lesson the students will understand the meaning of acceleration by completing a lab.  Students will be grouped in groups of 3 and given a ball with an incline.  The students will release  the ball from the top of the incline track and mark its position at one second intervals.  Students will record their information on a chart (see attachment below) and will draw 3 graphs ( position vs. time, velocity vs. time, and acceleration vs. time).  Students will then have to calculate the slope for each chart.

At the end of the lesson, the students will be measured by a teacher made rubric on their collaboration. The student should score at least 25 out of 33 points. See attachment below

Attachments

• chart_for_acceleration_lab.docx
• Collaboration_Rubric.docx

 The teacher will show the class a video called "Calculating acceleration and deceleration". The video is about a guy explaining how to calculate acceleration using a graph and a chart.  After the video, the teacher will ask the students the following questions:

• What is acceleration?
• Is weight a factor when calculation acceleration?
• Will acceleration be different if you begin with a higher velocity than the first time?

 The students are expected to generate a hypothesis for their experiment.  The following are a few examples:

• If acceleration is related to velocity, then the object with a higher velocity will have a greater acceleration.
• If the slope of the incline is related to the acceleration of the ball, then the incline with a greater slope will have a greater acceleration.
• If the weight of the ball is related to the acceleration, then the ball with the greater weight will have a lower acceleration.

 Students will be grouped in groups of 3 and will complete the lab on acceleration.  They will write their results on the chart (see attachment below) and draw 3 graphs (position vs time, velocity vs. time, and acceleration vs. time).  After the students are done collecting their data, the students will test their hypothesis.

Each group will present all their evidence collected during the lab which will prove or disprove their hypothesis.  After each presentation, the other students will be able to ask questions.

 The student will make a statement to prove or disprove the hypothesis based upon the research and conclusion.  For example:

• Having found a relationship between velocity and acceleration, we can conclude that the increase in velocity results in an increase in acceleration.

 As a result of this lesson, the student will:

• Learn what causes acceleration
• Learn how to calculate acceleration
• Recognize the relationship between time, position, and velocity resulting in acceleration.

 Each student will be evaluated by a teacher made rubric on their collaboration.  See attachment below.

Attachments

• Collaboration_Rubric.docx