Newton’s Laws of motion Unit Portfolio Presentation Clementine

Unit Summary This project based learning focuses on Newton’s three laws of motion. Students explore the relationship between the Net force and the acceleration of an object. Students will conduct a variety of experiments to understand the meaning of Inertia, Net force, Action/Reaction forces. Students will create a slideshow presentation, a website and posters that explain the motion of different objects under the effect of different forces.

Curriculum-Framing Questions Essential Question What factors affect the objects’ state of motion in the universe? Unit Questions Why an astronaut push to move a weightless box in the space? Which car is harder to stop? What is the net force acting on an object under the effect of two forces: –5 N to the left and 5 N to the right. –5 N to the left and 5N to the left. –5N westward and 5 N northward. Two students are pulling a book with equal forces in opposite direction. Will the book move? When your car is moving at constant velocity, are there force acting on it? Content Questions To accelerate your car, what do you do? Why? To slow down your car, what do you do? Why? Why do you bend forward, when the car brakes are applied? Two skiers are initially at rest, one pushes the other forward. How will the second one move?

Power Point on Newton’s laws This project will help the students understand and apply Newton’s laws. Collaborating with peers. Analyzing the Laws and drawing conclusions to answer unit questions. Solving problems and applying it to explain real life situations. Communicating and inter-acting through blogs

Gauging Student Needs Assessment Purpose of the Assessment To gather information about what students already know and what they need to know. What I want to learn from my students? I want to find out what they already know about acceleration and vector addition. How I have tried to promote higher-order thinking? I tried to make the students identify the fact whether the resistance to motion depends on mass or weight. How the assessment information helps me and my students plan for upcoming activities in the unit? If students have misconceptions about vectors and acceleration quantities, I can provide scaffolds. If students have different levels of understanding about the topic, I can provide various resources. We will revisit this assessment throughout the unit for students to add their knowledge.

Find ways to get my students more interested in learning science Learn about different kinds of technology my students and I can use Share ideas with other teachers My Goals for the Course

Goals for My Students To learn how scientists collect and think about data To become more independent learners