Newton’s Second Law Practice Cont.

Teacher: Miss Cooper

Grade: 10-11
Content Area: Honors Physics

1. Content and Standards:

- Modeling Workshop Program Curriculum for Physics (No classroom text)
o S3.2.10.B1 - Analyze the relationships among the net forces acting on
a body, the mass of the body, and the resulting acceleration using
Newton's Second Law of Motion
o S11.C.3.1.3 - Describe the motion of an object using variables

2. Prerequisites: Prior to this lesson, students should have a deep

understanding of balanced and unbalanced forces and know how to create
interaction diagrams and force diagrams.

3. Essential Questions:

- What is the relationship between mass and acceleration?

- How do we write the sum of forces when dealing with acceleration?
- How can we solve for normal force, gravity, an applied force, or friction in an
un-balanced force situation?

4. Materials and Equipment:

Teacher:
iPad – Used to write out work when in discussion with students, to refer to
for teacher explanation, and in review of problems as a class as necessary.
Pencil – Used to make notes on the iPad when students need clarification
during our discussion.
Moodle – The LMS used in the physics department.
Handwritten copy of solutions to problem set – Solutions available to the
teacher; they can determine what level of work needs to be shown to students live
in class based on inspection and discussion.

Students:
Whiteboards and Markers – Students will work on problems at their table
groups. Students will create a solution to share with their peers.
Problem set and Pencil – For students to complete their work for later
collection

5. Instructional Objective:

Students will be able to solve unbalanced force problems through the completion of
a problem set with 80% completion and 85% accuracy.
 6. Instructional Procedures:

Before: 5 min

Students will be reminded by the teacher of the expectations for classwork; students
are expected to be working on their problem set writing individual work but may
work in collaboration with their peers. This work is an ongoing practice and
procedure that students are very familiar with.

During: 60 min

During the central portion of the class, students will complete the Second Law
Problem Set that we have been working through as a part of class each day. This is
our final class day to work, with the assignment due on Friday, the day after the
assessment. Teacher will float to all groups to monitor progress and answer any
question.

After: 15 min

Teacher will have students complete Second Law Exit Ticket. This exit ticket will be
the same for all students, for the teacher to view the level of scaffolding required for
tomorrow’s last day of practice before the assessment.

7. Assessment:

Homework: Complete any remaining questions in the Second Law Problem Set,
Continue work on Lab5

Informal – While answering questions in the classroom, notes will be made as

necessary. Notes may include information on student questions, difficulties, or any
other relevant information. In observation, the teacher will make notes of student
progress and, through conversation, gauge student understanding. Teacher will also
note of problem-solving strategy misconceptions and areas of weakness to make
sure to have problems for in our final review tomorrow.

Formal – Teacher will give students time to complete Second Law Exit Ticket,
students are familiar with this process.

Students have continued to practice these concepts throughout the week and our
review will wrap up tomorrow. This objective will be evaluated repeatedly
throughout the week for each lesson in the unit. This process comes from the
Modeling Workshop Program Curriculum for Physics that is followed in this course
for course sequencing.
 8. Differentiated Instruction:

- Exit tickets will be used to differentiate tomorrow’s lesson

- For each unit, seating charts are arranged to pair student groups based on
strengths and weakness demonstrated over time and through completed
work. This differentiation allows students to use their stronger skills to help
out their peers in connecting concepts.
- Notes will also be used to differentiate tomorrow’s lesson to guide formation
of student who will work with the teacher, and which students will compose
groups
- Student who complete their work early can complete additional MoPs (Minds
on Physics) questions on Moodle, vPython Lab5: Free Fall, and creating a
notecard for their test.

MoPs are assignments students can complete that focus on one specific area of the
unit, with a varying amount in each unit. Each contains a bank of around 60 questions,
and 10 are chosen at random for the student to complete. Upon successful completion
(scoring a 9 or 10 out of 10) of a MoP, students can earn points back on future
assessments.