Project+One+Uniform+Motion


 * Unit Name:** Uniform Motion **Grade Level/Course:** 9th grade-Physical World Concepts and Algebra I

**Learning Target(s)** //(content focus of unit)//
 * __Unit Writers__:** Shari Tharpe and Beth Stigall
 * # TSW investigate uniform motion.
 * 1) TSW investigate uniform acceleration.
 * 2) TSW investigate linear equations. ||

**Standards:** PWC: CLE 2327.1.4 Investigate kinematics and dynamics. Algebra I: CFU3102.1.8 Recognize and perform multiple steps in problem solving. || CLE 3237.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3237.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories. CLE 3237.Inq.3 Use appropriate tools and technology to collect precise and accurate data. CLE 3237.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. CLE 3237.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question. CLE 3237.Inq.6 Communicate and defend scientific findings. || CLE 3237.T/E.2 Differentiate among elements of the engineering design cycle design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3237.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3237.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. || 1. Creativity and Innovation a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.
 * < **Content:**
 * < **Inquiry:**
 * < **Technology/Engineering:**
 * < **National Education Technology Standards:**

2. Communication and Collaboration a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. ||

**Assessment(s)** //(How will you determine if students have met the standards? How will you know what the students have learned? Incorporate formative as well as summative assessments.)//
 * **1**. Lab Assessments ||
 * **2.** Lab Report - Hovercraft Manual ||
 * **3.** PWC Unit Test ||
 * **4.** Algebra I Unit Test ||


 * = Motion Labs ||= Acceleration Labs ||
 * = BB in Tube ||= Wheel and Axle ||
 * = Motion Detector ||= Deployment ||
 * = Toy Car ||= Frictionless Incline ||
 * = Time Flies ||=  ||

**Instructional Plan** //(List in sequential order of teaching, include components of explicit instruction, inquiry-based learning, technology/engineering cycle.)//
 * I****. Overview/Review/Set** //(Objectives stated and explained; Prior knowledge activated; Learning related to real-world; Review of any pre-requisite skills; Capture of students’ interest through use of hands on/minds on activities, discrepant events, demonstrations, read-aloud books, probes, inquiry challenge)//
 * 1.Anticipatory Set: TTW say, " Ford contacted us and wanted a protoype developed for a new mode of transportation. As engineers they asked that this prototype be developed through the engineering cycle. It also has the following constraints:
 * Environmentally friendly
 * Cost efficient
 * Constant velocity for 5x the diameter of the prototype
 * Load bearing (no more than the mass of a barbie doll)
 * Manual for recreation and evaulation of data ||
 * 2. TSW investigate uniform motion and acceleration through a series of labs and activities. ||
 * 3. TSW collect, analyze, and graph data to derive a kinematic equation that represents their outcome. ||
 * 4. TSW manipulate kinematic equations to solve for different variables. ||
 * 5. The STEM project for the hovercraft cannot be completed until the uniform motion and acceleration is complete for PWC and solving equations for Algebra I. ||


 * II. Presentation** //(Teacher models or demonstrates skill, concept, or content using several visual/concrete examples; Content presented in logical sequence; Explanations are clear and concise; Teachers asks different levels of questions including higher order with sufficient wait time)//
 * 1. PWC: TTW demonstrate and model equations and concepts related to uniform motion and acceleration before and after every lab exploration. ||
 * 2. Algebra I: TTW use data and problems from uniform motion and acceleration to manipulate and solve linear equations. ||
 * 3. ||
 * 4. ||


 * III. Guided Practice** //(All students actively engaged; Minimal teacher talk; Teacher monitors and gives feedback and/or reinforcement; Teacher re-teaches as necessary; Brisk pace with varied format or presentation.)//
 * 1.PWC: TSW work on assigned kinematic problems related to uniform motion and acceleration from ASU worksheets and present conclusions through whiteboard meetings. ||
 * 2. Algebra I: TSW practic using formulas and equations to solve real world problems including time/rate/distance, uniform motion, and uniform acceleration problems. ||
 * 3. ||
 * 4. ||


 * Closure **//(Can occur before or after independent practice; Includes review, summary, preview/anticipation set, exit card, etc.) //
 * 1.PWC: TTW discuss the outcome of the prototype presentations and discuss the data of the winning prototype. ||
 * 2.Algebra I: TTW discuss the outcome of the prototype presentations and discuss the data of the winning prototype. ||
 * 3. ||
 * 4. ||


 * IV. Independent Practice** //(Teacher provides support; Students// //reinforces content by applying new information to new situations; Homework)//
 * 1. Production of hovercraft prototype. ||
 * 2. PWC: TSW work independently on more challenging problems associated with uniform motion and acceleration such as evaluating data of two systems moving at the same time with different constant velocities. ||
 * 3. Algebra I: TSW work independently on solving and graphing linear equations. ||
 * 4. ||