Final Review Second Law

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 worksheet – 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 worksheet with 100% completion and 90% accuracy.
 6. Instructional Procedures:
Before: 10 min

Teacher will provide students with an outline for their notecard for the upcoming
assessment, this is a process students are familiar with. Students will have time to
ask questions and discuss any concerns.

Teacher will introduce students to the open-ended worksheet and describe

expectations. Then, students will arrange in teacher created groups based on the
previous days exit ticket to differentiate class time.

Exit ticket will be reviewed as necessary.

During: 65 min

Students will work on the open-ended worksheet; each group of students will have a
different experience. Group 1 will be working independently, group 2 will work in
groups with scaffolding, and group 3 will work with scaffolding alongside the
teacher. Differentiation is described further in this plan.

If students are able to complete this problem set early, they may work on additional
MoPs problems, Lab5, or their notecard, as discussed below as well.

After: 5 min

As class comes to an end, teacher will remind student of testing procedures;

students may have one notecard and a calculator. Teacher will answer any
remaining questions and remind student of due dates as necessary.

7. Assessment:

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 – As the teacher floats in the classroom, students will receive a sticker for a
completed packet at the end of the structured work. This indicates to the teacher
who completed all work during the class and allows for individual check-ins without
the stress of a grade on students. Students have come to really enjoy the stickers,
there is a strong desire to collect all in the set.

Students have continued to practice these concepts throughout the week and the
assessment is 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 ticket from previous lesson will be used to differentiate this lesson:

Students who score:

1-2 pts: Will received a scaffolded version of the open-ended worksheet. These
students will sit in the middle rows in the room and receive and will receive teacher
assistance in completing problems. After working closely with the teacher, students
will gain the opportunity to graduate from the group and work with peers.

2-3 pts: Will received a scaffolded version of the open-ended worksheet. These
students will sit in the right rows in the room and work in groups on the class
whiteboards to complete problems through discussion. Teacher will float to answer
questions.

4-5 pts: Will receive the open-ended worksheet without scaffolding written in. These
students will sit in the left rows in the room and work independently. Students may
collaborate with peers as necessary; teacher will float to answer questions.

- 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.

- 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.