UNIT COVER PAGE
Regular & Honors Physics
Bremen Dist. 228
School District:
Department:
Unit Title: Mechanics
Science
Physics
Course:
Grade Levels:
9, 11 & 12
Topic Areas: Newton’s Laws, Newton’s 2nd Law, Newton’s 3rd Law
Time Frame:
6 weeks
Unit Designer(s):
Date Created:
05/28/2005
Date Modified:
Julie Murphy
Link to State Standards
12D. 5A
12.11.74
12.11.75
Analyze factors that influence the relative motion of an object (e.g., friction, wind shear,
cross currents, potential differences).
Understand that the magnitude of a force F is defined as F=ma. Know how to perform
such calculations. Understand that whenever one object exerts a force on another, a force
equal in magnitude and opposite in direction is exerted on the first object. Understand
that when two objects exert forces on each other, momentum is conserved.
Understand that objects change their velocity only when a net force is applied (the law of
inertia). Students will be able to distinguish between inertial mass and gravitational mass.
Link to Department Learner Program Outcomes (LPO)
5.9.1.2
5.10.2.29
5.13.1.3
TLW use scientific and/or technological instruments such as balances, meter
sticks, graduated cylinders and thermometers to make observations and/or
measurements.
TLW solve simple problems using Newton’s laws of motion.
TLW use basic math concepts to solve scientific problems.
Summary of Unit
This unit will cover Newton’s 3 Laws of motion and the related topics of force, inertia, friction,
pressure, etc.
Resources
Worksheets, tests, quizzes
Key Words
Equilibrium, force, friction, inertia, kilogram, law of inertia, mass, net force, Newton, Newton’s
1st Law, normal force, support force, weight, air resistance, fluid free-body diagram, inversely
proportional, directly proportional, Newton’s 2nd Law, Pascal, pressure, terminal speed, terminal
velocity, action force, reaction force, interaction, Newton’s 3rd Law.
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STAGE 1: IDENTIFY DESIRED RESULTS
Enduring Understandings
Students will understand that
every object resists change to its state of motion
mass is a measure of an object’s inertia
weight is a measure of the force of gravity acting on an object
force causes acceleration, and an object cannot accelerate unless it is acted on by a net
force
acceleration is directly proportional to net force and inversely proportional to mass
when one object exerts a force on a second object, the second object exerts an equal
and opposite force on the first object.
action and reaction forces do not cancel because they act on different objects.
Essential Questions
Pretend you are a bug and a speeding car hits you. Are you capable of experiencing
the same impact force as a person would if it hit the windshield at the same speed?
Suppose you’re weighting yourself while standing next to the bathroom sink. Using
the idea of action and reaction, why would the scale read less if you pull up on the
bottom of it?
Would you mind lying on a bed of nails? Why wouldn’t it hurt?
If a large rhinoceros was chasing you, it might be able to catch up to you. Although,
if you zigzag, he can’t. Why?
As a parachutist is falling, explain how the forces on him change and how this
changes his acceleration and his velocity.
Knowledge and Skills
Students will know
Newton’s Law of Inertia
what it means to be in equilibrium
Newton’s 2nd Law: That net force causes acceleration and mass resists acceleration
Newton’s 3rd Law: That action and reaction forces act on different masses in opposite
directions
the nature of mass
relationship between mass and weight
define net force
relationship between pressure and force
friction is a force that acts against (opposes) the direction of motion (EU)
forces occur in pairs
acceleration is directly proportional to net force
acceleration is inversely proportional to mass
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Students will be able to
State and explain any of Newton’s 3 laws
Explain the difference between mass and weight
Calculate mass from weight and weight from mass on Earth
Find the net force acting on an object in straight line(Reg)/at any point (Hon)
Diagram all of the forces acting on an object or sys. of interacting objects.
Add simple force vectors
Use the equation F = ma to solve problems
Use the equation P = F/A to solve problems
Determine which forces are action-reaction pairs
Explain why action and reaction forces do not cancel
Forces at non-perpendicular points.
Students will be familiar with
The development of theories of motion
How Newton’s 2nd Law explains why gravity causes all objects to accelerate at the
same rate
The horse-cart problem
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STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
What evidence will show that students understand?
Required Assessments (brief description)
Application: 1st Law – ball and string
Self-Knowledge: 2nd Law – parachutist
Empathy: 3rd Law – Bird vs. Deer
Regular and honors variations for each task
Other Assessments (brief description)
Quizzes
Tests
Labs
Activities
Homework
Inertia Lab
Newton’s 2nd Law lab
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PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
Learning Activities
W
How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated?
Use district reading strategies
Use visual organizers (i.e. concept maps, etc.)
Post unit objectives, essential questions
H
How will you hook students at the beginning of the unit?
Inertia Demos
E
What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with needed skills and knowledge?
Inertia lab, other hands-on activities
R
How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students can work in groups to help correct each other’s mistakes and help each other
learn the correct procedure.
E
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit?
T
How will you tailor and otherwise personalize the learning plan to optimize the engagement and
effectiveness of ALL students, without compromising the goals of the unit?
By using engaging activities that all students can be successful with.
O
How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students?
We will teach Newton’s 1st law, then the 2nd and 3rd
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Essential Questions at Topic Level
Use the six facets of understanding to generate possible essential questions for the topic of
your three-circle audit (curricular priorities).
Explanation
Interpretation
How would you explain the fact
that a 100g and 1Kg brass
weight will slide at the same
incline?
Application
Why is the donkey able
to pull the cart
forward?
How is it that a snap of
the wrist can remove
toilet paper from the
roll?
(Topic Area)
Newton’s Laws
Empathy
Perspective
What’s different
between a sparrow
hitting a car and a deer?
Self-Knowledge
How do the forces change on a
parachutist when the chute
opens:
1) as you fall out the door
2) at terminal velocity
3) following deployment of
chute
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Student Performance Task
Unit: Mechanics – Newton’s 1st Law
Task: Application
Course: Regular Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that every object resists change to its state of motion.
Essential Question:

How is it that a snap of the wrist can remove toilet paper from the roll?
Vignette:
You are a quality-control manager at the Acme string factory. One of your
employees has come to you with an interesting phenomenon – as he was testing the
breaking-strength of a batch of string, he discovered that where the string breaks
depends on how quickly he pulls on it. You need to investigate this phenomenon and
determine its cause to ensure there is no defect in your product. Write your findings in a
memo to your staff.
Standard:
You will be graded according to the following rubric:
 Memo includes all required observations and explanations – 70%
 Memo follows proper conventions of spelling, grammar, etc. – 10%
 Explanation is factually correct and based on Newton’s 1st Law – 20%
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Performance Task Blueprint (regular)
Unit:
Mechanics
Topic Area:
Newton’s 1st Law
Goal
To explain an observed phenomenon in terms of Newton’s 1st Law
Role
You are the quality-control manager at a string factory.
Audience
Your employees
Situation
Product or
Performance
Standards
Type: Application
Time Frame: 1 day
One of your employees has come to you with an interesting phenomenon- as he
was testing the breaking-strength of a batch of string he discovered that where the
string breaks depends on how quickly he pulls on it. You need to investigate this
phenomenon and determine its cause to ensure there is no defect in your product.
A memo explaining the observed phenomenon
(70%) Paragraph includes all required observations and explanations
(10%) Paragraph follows proper conventions of spelling, grammar, etc.
(20%) Explanation is factually correct and based on Newton’s 1st Law
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Inertia Balls Activity (regular performance task)
Name: ________________________
You are a quality-control manager at the Acme string factory. One of your employees has come to you
with an interesting phenomenon- as he was testing the breaking-strength of a batch of string he discovered
that where the string breaks depends on how quickly he pulls on it. You need to investigate this
phenomenon and determine its cause to ensure there is no defect in your product.
Procedure
1. At your lab station, use the provided string to tie two balls to the metal rod. Tie two additional
pieces of string to the bottoms of the balls. Make sure your set-up looks similar to the diagram:
2. For safety’s sake, do not pull on the bottom strings with your bare hands as the ball may hit you
when the string breaks. Instead tie a pen or another sturdy, rod-shaped object to the bottom string.
3. Pull slowly downward on the bottom string of the first ball. Let the tension build gradually until
one of the strings breaks.
4. Pull as quickly and sharply downward as you can on the bottom string of the second ball. Do this
as hard as you can to ensure the string breaks on your first try.
Write a one-paragraph memo addressing the following questions:
Which string broke when you pulled down on the first ball?
Which string broke when you pulled down on the second ball?
Using Newton’s Law of Inertia (Newton’s 1st Law), explain why you observed a difference in
where the strings broke.
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Student Performance Task
Unit: Mechanics – Newton’s 1st Law
Task: Application
Course: Honors Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that every object resists change to its state of motion.
Essential Question:

How is it that a snap of the wrist can remove toilet paper from the roll?
Vignette:
You are a quality-control manager at the Acme string factory. One of your
employees has come to you with an interesting phenomenon – as he was testing the
breaking-strength of a batch of string, he discovered that where the string breaks
depends on how quickly he pulls on it. You need to investigate this phenomenon and
determine its cause to ensure there is no defect in your product. Write your findings in a
memo to your staff.
Standard:
You will be graded according to the following rubric:
 Memo includes all required observations and explanations – 50%
 Memo follows proper conventions of spelling, grammar, etc. – 10%
 Explanation is factually correct and based on Newton’s 1st Law – 20%
 Second paragraph contains a clear, well thought out experimental procedure to test
the student’s hypothesis
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Performance Task Blueprint (honors)
Unit:
Mechanics
Topic Area:
Newton’s 1st Law
Goal
To explain an observed phenomenon in terms of Newton’s 1st Law
Role
You are the quality-control manager at a string factory.
Audience
Your employees
Situation
Product or
Performance
Standards
Type: Application
Time Frame: 1 day
One of your employees has come to you with an interesting phenomenon- as he
was testing the breaking-strength of a batch of string he discovered that where the
string breaks depends on how quickly he pulls on it. You need to investigate this
phenomenon and determine its cause to ensure there is no defect in your product.
A memo explaining the observed phenomenon
(50%) Paragraph includes all required observations and explanations
(10%) Paragraph follows proper conventions of spelling, grammar, etc.
(20%) Explanation is factually correct and based on Newton’s 1st Law
(20%) Second paragraph contains a clear, well thought out experimental
procedure to test the student’s hypothesis.
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Inertia Balls Activity (honors performance task)
Name: ________________________
You are a quality-control manager at the Acme string factory. One of your employees has come to you
with an interesting phenomenon- as he was testing the breaking-strength of a batch of string he discovered
that where the string breaks depends on how quickly he pulls on it. You need to investigate this
phenomenon and determine its cause to ensure there is no defect in your product.
Procedure
1. At your lab station, use the provided string to tie two balls to the metal rod. Tie two additional
pieces of string to the bottoms of the balls. Make sure your set-up looks similar to the diagram:
2. For safety’s sake, do not pull on the bottom strings with your bare hands as the ball may hit you
when the string breaks. Instead tie a pen or another sturdy, rod-shaped object to the bottom string.
3. Pull slowly downward on the bottom string of the first ball. Let the tension build gradually until
one of the strings breaks.
4. Pull as quickly and sharply downward as you can on the bottom string of the second ball. Do this
as hard as you can to ensure the string breaks on your first try.
Write a one-paragraph memo addressing the following questions:
Which string broke when you pulled down on the first ball?
Which string broke when you pulled down on the second ball?
Using Newton’s Law of Inertia (Newton’s 1st Law), explain why you observed a difference in
where the strings broke.
Write a second paragraph in which you design another experiment to test whether your explanation is
correct.
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Student Performance Task
Unit: Mechanics – Newton’s 2nd Law
Task: Self-Knowledge
Course: Regular Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that acceleration is directly proportional to net force and
inversely proportional to mass.
Essential Question:

How do the forces change on a parachutist when the chute opens as you fall out the
door, at terminal velocity and following deployment of the chute?
Vignette:
You are studying parachuting and want to learn how it works before making your
first jump. In order to earn your spot on the plane, you must demonstrate your knowledge
of forces to your instructor. Work with a partner(s) to determine these forces. Be
prepared to discuss your results with your instructor and the rest of the class.
Standard:
You will be graded according to the following rubric:
 Arrives at the correct combination of force vectors at end of the activity – 50%
 Worked cooperatively in group and contributed to the discussion – 30%
 Presentation is clear and concise – 20%
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Performance Task Blueprint (regular)
Unit:
Mechanics
Topic Area:
Newton’s 2nd Law
Goal
To demonstrate your understanding of forces acting on an object in
freefall.
Role
You are studying parachuting, and want to learn how it works before
making your first jump.
Audience
Your instructor
Situation
You and your classmates are learning how the process of parachuting
works. Follow the instructions on your sheet and work together to
discover which forces will act on you at each point during the jump.
Product or
Performance
Standards
Type: Self-Knowledge
Time Frame: 1 day
A series of force diagrams that illustrate the correct combination of
forces acting on you during your jump. Students will also present their
group’s results to the class.
(50%) Arrives at the correct combination of force vectors at the end of
the activity
(30%) Worked cooperatively in group and contributed to the discussion.
(20%) Presentation is clear and concise.
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The Parachutist (regular performance task)
Name: ________________________
Demonstrate your understanding of Freefall and Newton’s 2nd Law by filling in the forces in the
following force diagrams. Draw the diagrams on your own.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
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The Parachutist (regular performance task)
Break up into your assigned groups and compare your individual answers. Discuss your diagrams and
decide which is correct. Be prepared to defend your answer to the class. When you have decided, draw
your force vectors in marker and tape this sheet to the board in the front of the room.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
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The Parachutist (regular performance task)
After the class discussion, draw your final answer on the diagrams below.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
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Student Performance Task
Unit: Mechanics – Newton’s 2nd Law
Task: Self-Knowledge
Course: Honors Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that acceleration is directly proportional to net force and
inversely proportional to mass.
Essential Question:

How do the forces change on a parachutist when the chute opens as you fall out the
door, at terminal velocity and following deployment of the chute?
Vignette:
You are studying parachuting and want to learn how it works before making your
first jump. In order to earn your spot on the plane, you must demonstrate your knowledge
of forces to your instructor. Work with a partner(s) to determine these forces. Be
prepared to discuss your results with your instructor and the rest of the class.
Standard:
You will be graded according to the following rubric:
 Arrives at the correct combination of force vectors at end of the activity – 40%
 Worked cooperatively in group and contributed to the discussion – 30%
 Presentation is clear and concise – 20%
 Last paragraph and force diagram are correct – 10%
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Performance Task Blueprint (honors)
Unit:
Mechanics
Topic Area:
Newton’s 2nd Law
Goal
To demonstrate your understanding of forces acting on an object in
freefall.
Role
You are studying parachuting, and want to learn how it works before
making your first jump.
Audience
Your instructor
Situation
You and your classmates are learning how the process of parachuting
works. Follow the instructions on your sheet and work together to
discover which forces will act on you at each point during the jump.
Product or
Performance
Standards
Type: Self-Knowledge
Time Frame: 1 day
A series of force diagrams that illustrate the correct combination of
forces acting on you during your jump. Students will also present their
group’s results to the class.
(40%) Arrives at the correct combination of force vectors at the end of
the activity
(30%) Worked cooperatively in group and contributed to the discussion.
(20%) Presentation is clear and concise.
(10%) Last paragraph & force diagram are correct.
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The Parachutist (honors performance task)
Name: ________________________
Demonstrate your understanding of Freefall and Newton’s 2nd Law by filling in the forces in the
following force diagrams. Draw the diagrams on your own.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
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The Parachutist (honors performance task)
Break up into your assigned groups and compare your individual answers. Discuss your diagrams and
decide which is correct. Be prepared to defend your answer to the class. When you have decided, draw
your force vectors in marker and tape this sheet to the board in the front of the room.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
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The Parachutist (honors performance task)
After the class discussion, draw your final answer on the diagrams below.
1. Before the parachute is released
2. Just a few moments after the parachute is released
3. Several minutes after the parachute has
been released.
4. Write a paragraph describing what would happen if you jumped without a parachute. Would you ever
reach terminal velocity? Draw a force diagram to support your explanation.
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Student Performance Task
Unit: Mechanics – Newton’s 3rd Law
Task: Empathy
Course: Regular Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that when one object exerts a force on a second object,
the second object exerts an equal and opposite force on the first object.
Essential Question:

What is different between a sparrow hitting a car and a deer?
Vignette:
You are driving all alone on a deserted road late at night. Out of nowhere, a deer
appears! Since you are moving at 50 mph, it slams into your windshield. Write a paragraph
discussing your experience that illustrates your understanding of action-reaction forces.
Standard:
You will be graded according to the following rubric:
 Correctly explains the relationship between the force the deer exerts on the
windshield and the force the windshield exerts on the deer (is able to explain Newton’s
3rd Law) – 40%
 Correctly explains how the situation changes or stays the same when a bird hits the
windshield instead (is able to explain Newton’s 3rd Law) – 40%
 Correctly follows all conventions of spelling, grammar and paragraph construction –
20%
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Performance Task Blueprint (regular)
Unit:
Mechanics
Type: Empathy
Topic Area:
Newton’s 3rd Law
Goal
Produce a writing sample illustrating your understanding of actionreaction forces.
Role
You are a driver.
Time Frame: 1 day
Your teacher
Audience
Situation
Product or
Performance
Standards
You’re driving all alone on a deserted road late at night. Out of
nowhere, a deer appears! You’re moving at 50 mph so it slams into your
windshield.
A paragraph explaining the following:
Which is larger, the force the deer exerts on the windshield or the
force the windshield exerts on the deer?
What if a bird hit your windshield instead? Which force would be
larger, the force of the bird on the windshield or the force of the
windshield on the bird?
Explain both these answers in terms of Newton’s 3rd Law
(40%)- Correctly explains the relationship between the force the deer
exerts on the windshield and the force the windshield exerts on the
deer. Is able to explain this in terms of Newton’s 3rd Law.
(40%)- Correctly explains how the situation changes or stays the same
when a bird hits the windshield instead. Is able to explain this in terms
of Newton’s 3rd Law.
(20%)- Correctly follows all conventions of spelling, grammar, and
paragraph construction.
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Newton’s 3rd Law (regular performance task)
Name: ______________________________
Imagine you’re driving all alone on a deserted road late at night. Out of nowhere, a deer appears! You’re
moving at 50 mph so it slams into your windshield.
Write a paragraph addressing the following:
Which is larger, the force the deer exerts on the windshield or the force the windshield exerts on
the deer?
What if a bird hit your windshield instead? Which force would be larger, the force of the bird on
the windshield or the force of the windshield on the bird?
Explain both these answers in terms of Newton’s 3rd Law
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Student Performance Task
Unit: Mechanics – Newton’s 3rd Law
Task: Empathy
Course: Honors Physics
Time Frame: 1 period
Overarching Understanding:

Students will understand that various factors influence the relative motion of
objects.
Enduring Understanding:

Students will understand that when one object exerts a force on a second object,
the second object exerts an equal and opposite force on the first object.
Essential Question:

What is different between a sparrow hitting a car and a deer?
Vignette:
You are driving all alone on a deserted road late at night. Out of nowhere, a deer
appears! Since you are moving at 50 mph, it slams into your windshield. Write a paragraph
discussing your experience that illustrates your understanding of action-reaction forces.
Standard:
You will be graded according to the following rubric:
 Correctly explains the relationship between the force the deer exerts on the
windshield and the force the windshield exerts on the deer (is able to explain Newton’s
3rd Law) – 30%
 Correctly explains how the situation changes or stays the same when a bird hits the
windshield instead (is able to explain Newton’s 3rd Law) – 30%
 Correctly explains why Newton’s 3rd Law doesn’t mean that the bird hits the
windshield with the same force as the deer – 20%
 Correctly follows all conventions of spelling, grammar and paragraph construction –
20%
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Performance Task Blueprint (honors)
Unit:
Newton’s Laws
Topic Area:
Newton’s 3rd Law
Goal
Produce a writing sample illustrating your understanding of actionreaction forces.
Role
You are a driver.
Audience
Your teacher
Situation
You’re driving all alone on a deserted road late at night. Out of nowhere, a
deer appears! You’re moving at 50 mph so it slams into your windshield.
Product or
Performance
Standards
Type: Empathy
Time Frame: 1 day
A paragraph explaining the following:
Which is larger, the force the deer exerts on the windshield or the
force the windshield exerts on the deer?
What if a bird hit your windshield instead? Which force would be
larger, the force of the bird on the windshield or the force of the
windshield on the bird?
Explain both these answers in terms of Newton’s 3rd Law
(30%)- Correctly explains the relationship between the force the deer
exerts on the windshield and the force the windshield exerts on the deer.
Is able to explain this in terms of Newton’s 3rd Law.
(30%)- Correctly explains how the situation changes or stays the same
when a bird or a bug hits the windshield instead. Is able to explain this in
terms of Newton’s 3rd Law.
(20%)- Correctly explains why Newton’s 3rd Law doesn’t mean that the
bird hits your windshield with the same force as the deer.
(20%)- Correctly follows all conventions of spelling, grammar, and
paragraph construction.
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Newton’s 3rd Law (honors performance task)
Name: ______________________________
Imagine you’re driving all alone on a deserted road late at night. Out of nowhere, a deer appears! You’re
moving at 50 mph so it slams into your windshield.
Write a paragraph addressing the following:
Which is larger, the force the deer exerts on the windshield or the force the windshield exerts on
the deer?
What if a bird hit your windshield instead? Which force would be larger, the force of the bird on
the windshield or the force of the windshield on the bird?
What if a bug hit your windshield? Which force would be larger, the force of the bug on the
windshield or the force of the windshield on the bug?
Explain all of these answers in terms of Newton’s 3rd Law
Explain why Newton’s 3rd Law doesn’t change the fact that the deer might break your windshield,
but the bug won’t.
Z:\Physics-Regular\ubd units\Mechanics-Newtons Laws\Newtons Laws Unit.doc
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