06.5 - Circular Motion Unit Test
Conceptual Physics
170 Followers
Grade Levels
7th - 12th
Subjects
Resource Type
Standards
CCSSMP1
CCSSMP2
CCSSMP3
CCSSMP4
CCSSMP5
Formats Included
- Google Docs™
Pages
4 pages
Conceptual Physics
170 Followers
Made for Google Drive™
This resource can be used by students on Google Drive or Google Classroom. To access this resource, you’ll need to allow TPT to add it to your Google Drive. See our FAQ and Privacy Policy for more information.
Also included in
2 fully editable, NGSS/modeling pedagogy aligned worksheets, 2 quizzes, 2 inquiry labs, 1 unit review, 1 unit test, 1 writing assignment, and 1 curriculum guide!WorksheetsThere are a variety of free response questions for most worksheets, which are usually one or two pages long. Worksheets are usedPrice $45.00Original Price $58.00Save $13.00
Description
Fully editable, NGSS/modeling pedagogy aligned test! Tests consist of 4 pages total, with two pages worth of multiple choice questions and two pages worth of free response questions. Tests are used for students to demonstrate mastery of learning targets outlined in the corresponding curriculum guide by deploying models developed from inquiry labs, utilized in problem solving on worksheets, and assessed on quizzes. Unit Tests are summative assessments for teachers to gauge a student’s level of mastery to indicate how to study for final exams.
Learning Targets Assessed:
I know...
- the definition of tangential velocity, centripetal acceleration, and centripetal force.
- how to differentiate and analyze horizontal and vertical circles.
- the Universal Law of Gravitation and the Gravitational Constant.
I can...
- construct a force diagram, x/y table of equations, and net (centripetal) force equation for an object undergoing uniform circular motion.
- calculate the tangential velocity, radius of travel, centripetal acceleration, mass, and/or centripetal force for an object undergoing uniform circular motion.
- calculate the attractive gravitational force between two objects and the strength of the gravitational pull of a planet.
- determine how changing mass and distance affects the attractive gravitational force between two objects.
- calculate the mass or distance between two objects that experience a gravitational force.
- determine the gravitational field strength on a planet.
Solutions are available by purchasing the Conceptual Physics Unit Test Bundle.
This resource may be considered a derivative of AMTA resources.
Total Pages
4 pages
Answer Key
Not Included
Teaching Duration
N/A
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines.
Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSSMP3
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Reviews
Questions & Answers
170 Followers
