Reflection: Developing a Conceptual Understanding Introduction to Physical Quantities - Section 4: Student Visuals on Physical Quantities

 

Students start with fundamental cards like the one found here.

 

The Ability section is in the lower right hand corner and is aligned with (SP5) and (SP8) because it asks students to model the function of a unit of measurement in terms of a math model. For example, this student identifies that meters are a fundamental unit that when combined with a direction, units of mass and time "unlocks" the momentum ability. This student now has a model for momentum which will allow them to access the math model

p = m * v

to lay the groundwork for more complex topics discussed later in our curriculum. The student had to conduct research using credible sources to add detail to their ability cards, which they use to communicate to their understanding of the connections between fundamental and derived physical quantities based on units.

  Developing a Conceptual Understanding: Building Student Understanding
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Introduction to Physical Quantities

Unit 1: Building Your Base
Lesson 9 of 12

Objective: Students will be able to make connections between physical quantities and everyday life.

Big Idea: All measured quantities in physics can be described through a combination of the basic units of distance, time, and mass.

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Subject(s):
Science, Physical Science, physics, distance, displacement, Archimedes' Principle
  70 minutes
derived
 
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