Date: 25-9 to 28-9 /2023

Teacher’s Name: ……..

Subject: Physics
Grade:11
Unit/Lesson Title: Unit 1: Physics and
Section:
Engineering/lesson 2: Modeling Motion EXPLORATION
Weekly Lesson Plan
3:Motion in Two Dimensions (Page 38-43)

HSPS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship
Standards
among the net force on a macroscopic object, its mass, and its acceleration.
CCSS / NGSS / MA/ SHAPE
Students can build an explanation about the projectile motion in two dimensions and evaluate the velocities and displacement of the projectile.
Objectives/ The Big Idea
DAY 1:

Students will be able to:

 Resolve vectors into components.
 Classify motion in one- or two-dimensional and resolve vectors into components.
 Relate motion in one- or two-dimensional and resolve vectors into components using the sine and cosine functions.
 Define motion in one- or two-dimensional
DAY 2:
Students will be able to:
 Identify the changes of the horizontal and vertical component of velocity.
Success Criteria  Evaluate and use mathematical representation to calculate acceleration of different moving objects.
 Interpret and create graphical representations of projectile motion, including velocity-time and position-time graphs.
DAY 3:
Students will be able to:
 Define the equations of motion for the projectile motion.
 Apply the equations of motion for the projectile motion.
DAY 4:
Students will be able to:
 Apply equations of motion to find velocity and distance in projectile motion.
 Evaluate the velocity and distance of angled launches projectile motion.
Acceleration- Projectile motion - Free fall- Instantaneous acceleration -
Vocabulary / Keywords
magnitude - Constant acceleration -Instantaneous acceleration
Art and Design:

Cross curricular / Subjects’ Integration Design Challenge: Have students design and create their own projectiles, such as paper airplanes or model rockets, as part of a hands-on design
challenge.
Visual Representation: Encourage students to create visual representations of projectile motion scenarios through drawings, animations, or digital
graphics
Vectors: Understanding the concept of vectors is crucial since velocity and acceleration are vector quantities. Students should be familiar with vector addition
and subtraction and how to break down vectors into components.
Prior Learning
Basic Kinematics: Prior knowledge of kinematics, which deals with the motion of objects, including concepts like displacement, velocity, acceleration, and the
equations of motion, can be helpful when studying projectile motion.
SCF Communication Collaboration Problem Digital Critical thinking Cultural Citizenship
(Student Competencies solving competence awareness
 Creativity Independent Leadership &
Framework) Self-confidence Entrepreneurship Initiative Self-direction
learning Responsibility
UAE Identity Values Language Community Culture Citizenship History

Details “Optional”
Moral Education
Details “Optional”
- Yes
International Benchmarks - No
Space Exploration: In space exploration, understanding projectile motion is crucial for launching and landing spacecraft, as well as for
performing precision maneuvers in orbit.
Character & morality Individual & the community Civic studies Cultural studies
This topic (Acceleration in One Dimension) help students in their preparation for the
Details:
international exams like EMSAT, AP Physics etc.
 Assessment/ HW
Closing/
‘I can’ / Success Opening/ Starter (5 Differentiation (Formative/
Core (25 min) Reflection
Criteria min) SOD / BL / OL / AL / G&T Summative)
(5 min)
(5)

. Begin by discussing the I do: Explain that understanding motion is Support: Give the answer of the simple Assign homework . Use the
Students will be able concept of motion. Ask essential in physics and that we will explore question about the components of the problems or a quiz designated
students to provide how to analyse and describe different types of vectors on their notebook by help of to evaluate their physics wall to
to: motion.
 and resolve examples of objects in their teacher and group members. ability to draw a reflect what we
vectors into motion. We do:
projectile motion have learned
components.
Introduce the idea that Discuss the differences between 1D and 2D .diagram today.
motion can be motion: Q: Find the Sum
 Classify
categorized as either 1D motion occurs along a straight line (e.g., a of the three
motion in one-
one-dimensional (1D) car moving along a road). vectors shown in
or two- 2D motion occurs in a plane (e.g., a ball
or two-dimensional the bellow figure?
dimensional launched into the air).
(2D).
and resolve Use visual aids or simple diagrams to illustrate
vectors into these concepts.
components. Core: Students give the answers of
 Relate motion You do:
Work through an example problem in groups the following question with reason on
in one- or two- their note book.
each group will be able to complete the given
dimensional task. Can you add a vector quantity in scalar
and resolve Group 1: quantity?
Lesson 1

vectors into will solve multiple choice questions. Q: An ant crawls on the sidewalk. If first moves
components Group 2: north a distance 5 cm. it then turns east and crawls
using the sine Will be able to solve a problem with given 4cm. What us the magnitude of the ant’s
acceleration and find the final velocity. displacement?
and cosine
Group 3:
functions. Will be able to solve a question and find the Q: Can a vector have a component greater than
magnitude of the vectors affecting on this vector magnitude?
object. Extension: Give the answers with
the reasons and examples on their
notebooks
Q: Can you add a vector quantity in scalar
quantity?

Q: A car is driven 125 km due to west then 65 km

due to south. What is the magnitude of its
displacement?
Solve this problem both graphically and
mathematically.
Check your answer against each other.

Q: The vector sum of three vectors gives zero

resultant. What can be the orientation of vectors
  Identify the Engage students in a I do: Explain that during projectile Support: Give the answer of the Assign Answer the
changes of the class discussion about motion, velocity can be separated into simple question about the projectile ho mework following
horizontal and how the horizontal and horizontal and vertical components. motion on their notebook by help of problems or a quiz question on your
vertical vertical components of Use diagrams and visual aids to illustrate their teacher and group members. to evaluate their note book.
component of velocity change during how the velocity vector changes over ability to draw a Q:1 What is the
velocity. different phases of time in both components. Q: Explain the projectile motion by drawing projectile motion path of a
 Evaluate and projectile motion, such We do: Discuss how acceleration can be its path and label the following quantity in .diagram projectile called?
use as ascent, peak, and calculated using mathematical both x and y axis;
a. Initial and final velocity
mathematical descent. representations, such as Newton's second
b. Acceleration
representation Encourage students to law (F = ma) and the equations of motion. c. Force in vertical and horizontal
to calculate share their observations Provide examples of different scenarios direction
acceleration of and ideas involving acceleration, such as free fall Q: Explain why there is no acceleration in
different and circular motion. the horizontal direction in projectile motion
moving
objects. You do: Students work in groups to
 Interpret and investigate motion in a parabola path then Core: Students give the answers of
create they will express their learning in Groups the following question with reason on
graphical includes questions with different levels to their note book.
Lesson 2

representation challenge students.

s of projectile Q: Explain the projectile motion by drawing its
motion, path and label the following quantity in both x and
y axis.
including a. Initial and final velocity
velocity-time b. Acceleration
and position- c. Force in vertical and horizontal
time graphs. direction
Q: Explain why there is no acceleration in the
horizontal direction in projectile motion
Extension: Give the answers with the
reasons and examples on their
notebooks
Q: Explain the projectile motion by drawing its
path and label the following quantity in both x and
y axis;
a. Initial and final velocity
b. Acceleration
c. Force in vertical and horizontal
direction
Q: Explain why there is no acceleration in the
horizontal direction in projectile motion
  Define the Begin by discussing the I do: Break down the equations of Support: Give the answer of the
equations of concept of projectile motion into their components, explaining simple question about the projectile Use formative Answer the
motion for the motion and provide how each term represents a specific motion on their notebook by help of assessments like following
examples (e.g., aspect of projectile motion. their teacher and group members. quizzes, concept question on your
projectile
throwing a ball, Discuss the significance of the terms maps, or clicker notebook.
motion. launching a rocket) related to initial conditions, velocity, Q1: Define projectile motion and give some daily
questions to gauge Q1: Which
 Apply the life examples about it?
time, and gravity in the equations. Q2: Why the velocity in the horizontal direction student direction,
equations of of projectile motion remains constant always? understanding horizontal or
motion for the Q3: Two identical balls roll off the edge of a table. during the learning vertical has
One leaves the table travelling twice the speed of
projectile We do Provide students with a set of the other. Which ball hits the floor first?
process. acceleration?
motion. projectile motion problems that require
the application of the equations of Core: Students give the answers of Q2:
motion. the following question with reason on Which direction,
Encourage students to identify the their note book. horizontal or
relevant information, choose the vertical has
appropriate equation(s), and solve for Q1: A helicopter is travelling horizontally at 20 m ?constant speed
unknown variables. s–1
at a height of
50 meters above a point P on horizontal ground
Lesson 3

You do: Divide students into groups and when it releases.

provide them with a more complex real-
life scenario involving projectile motion,
such as a sports-related problem or a
physics experiment.
In their groups, students should work
collaboratively to apply the equations of
motion to solve the problem.
a package.
a. How long will it take the
package to reach the
ground?
b. How far from P will the
package land?
Extension: Give the answer of the
simple question about the projectile
motion on their notebook.
You throw a stone horizontally at a speed of 5 m/s
from the top of a cliff that is 78.4 m high.
a. How long does it take the
stone to reach the bottom of
the cliff?
b. How far from the base of
the cliff does the stone hit
the ground?
c. What are the horizontal and
vertical components of the
stones velocity just before it
hit ground?
  Apply Engage students in a I do:. Begin by reviewing the concept of Support: Give the answer of the simple Use Answer the given
question:
equations of class discussion about projectile motion and discuss how it question about the projectile motion on formative Judith jumps
motion to find how the launch angle differs when the object is launched at an their notebook by help of their teacher assessments like horizontally from the
velocity and affects the velocity angle. and group members. quizzes, concept top of a building that is
distance in components and the Emphasize that in angled projectile maps, or clicker 25.0 m high. She
hopes to reach a
projectile trajectory of the motion, the initial velocity has both questions to gauge swimming pool that is
motion. projectile. horizontal and vertical components. student at the bottom of the
 Evaluate the Discuss the importance ...understanding building. The edge of
velocity and of knowing both We do: - Explain that in an angled the pool is 18
m horizontally from
distance of horizontal and vertical launch, the initial velocity can be the edge of the
angled components for solving separated into horizontal (0v0x) and building, and the pool
launches problems involving vertical (0v0y) components. is 22 m
projectile angled launches. -Discuss how to calculate these wide. If she is to reach
the centre of the pool,
motion. components using trigonometric functions what must her jumping
(sine and cosine) in relation to the launch speed be?
Core: Students give the answers of
angle (θ). Solve algebraically.
the following question with reason on
-You do: Lead a class discussion on the
their note book.
significance and practical applications of
understanding and applying the equations
of motion in angled projectile scenarios.
Encourage students to share their insights
and discuss the real-world relevance of
Lesson 4

this knowledge.

Extension: Give the answer of the

simple question about the projectile
motion on their notebook.

Resources: MS Teams, white Board, Power point, YouTube, Class Worksheet, Ms Team Class Notes, Textbook, Online resources
SoD Accommodations:
Focus with the SEN student to identify difference between uniform and non- uniform motion diagrams and velocity-time graphs by summarize the main points
Post lesson review notes: