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Red indicates still thinking about it Authors: Nicole Furutani Textbook: Merrill Physics Principles and problems Energy: The Ministry of Education’s suggested time allocation for the unit is 14 to 16 hours. Momentum: The Ministry of Education’s suggested time allocation for the unit is 9 to 11 hours. The Ministry of Education suggests the following PLOs and achievement indicators should be incorporated throughout the course: A1 describe the nature of physics ● distinguish physics from related disciplines ● describe the major areas of study in physics (e.g., optics, kinematics, fluids, nuclear, quantum) ● give examples of the continuing development and refining of physics concepts A2 apply the skills and methods of physics ● with teacher support, conduct appropriate experiments ● systematically gather and organize data from experiments ● produce and interpret graphs (e.g., slope and intercept) ● verify relationships (e.g., linear, inverse, square, and inverse square) between variables ● use models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems ● use appropriate units and metric prefixes Objectives of unit: Students will be able to... Energy: 1. Distinguish between the three main forms of energy 2. Perform calculations in regards to the law of conservation of energy 3. Understand key terms a. efficiency b. total energy c. gravitational potential energy
d. e. f. g. h. i. j. k. l.
kinetic energy power specific heat capacity temperature thermal energy work (input/output) height above a reference point work as a change in energy law of conservation of energy
Momentum: 4. Understand momentum and the role it plays in various collisions and explosions in isolated, one-dimensional systems. 5. Understand key terms a. collisions b. explosions c. impulse (change in momentum) d. momentum 6. Perform calculations in regards to the law of conservation of momentum Skills and Attitudes students will develop during and upon completion of this unit: 1. distinguish physics from related disciplines 2. give examples of the continuing development and refining of physics concepts 3. with teacher support, conduct appropriate experiments 4. systematically gather and organize data from experiments 5. produce and interpret graphs (e.g., slope and intercept) 6. verify relationships (e.g., linear, inverse, square, and inverse square) between variables 7. apply models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems 8. use appropriate units and metric prefixes
Jan 28-April 11 block 1-2 in Mini 2 First period 8:40-9:5 = 70 mins Jan 28-April 11 block 1-1 in Mini 2 Second period 10:25-11:35 = 70 mins Jan 28-April 11 block 1-4 in Mini 2 Third period 12:20-1:40 = 80 mins April 12-April 19th block 1-4 in Mini 2 First period 8:40-9:5 = 70 mins Jan 28-April 11 block 1-2 in Mini 2 third period 12:20-1:40 = 80 mins Jan 28-April 11 block 1-1 in Mini 2 fourth period 1:45-3:03 = 78 mins
Month February* March** April* Total classes *Feb 12 Extended lunch *March 6th Collaborative day 1-2 10:00-10:45 = 45 mins 1-1 10:50-11:35 = 45 mins 1-4 regular **Spring break 18th-29th *April 16th Collaborative day 1-4 10:00-10:45 = 45 mins 1-2 regular 1-4 regular 7 classes 5 classes
Number of classes
MAX 7 classes - after two week break 19 max classes
Lesson Number and Title
Objectiv e / PLO
Purpose/ Skills (see legend above)
Resourc es Teaching tools
Assessm ent S= Summati ve F=
Formativ e 1. Forms of Energy: Kinetic, and Gravitati onal Potential Energy G2 Solve problem s involving different forms of energy Define kinetic energy KE=1/2m v2 Solve a variety of problem s involving – kinetic energy – mass – velocity Define energy Define 3, 4, 7, 8 Be able to define kinetic and potential energy Demonst rate an ability to solve problem s involving gravitati onal potential energy Activity: Smash book and show how much potential energy there is from different heights. FS - Five showyourwork homewo rk question s. Note misconc eptions: “Energy is a force.” Energy and force are used intercha ngeably in everyday language . “Energy gets used up or runs out.” “Energy is destroye d in transfor mations from one type to another. ”
gravitati onal potential energy PE = mgh Solve a variety of problem s involving – gravitati onal potential energy – mass – accelerat ion due to gravity – height above a referenc e point Discuss about referenc e level (show
True in everyday language . Our society is facing an energy crisis and is valuing only certain types of energy..
Hook (Maybe Ben Pfeiffer’s workshe et?)
Discuss what students think of when they hear the word energy.
with dropping of book)
Discuss different types of stored energy (chemica l, elastic, electric). Few example s of each type. Different kinds of energy (mention mass energy, light energy, elastic potential energy, rotationa l energy, etc. but say we won’t use them in this course). -Energy is so nice because
it doesn’t use vectors or time! 2. Forms of Energy: Kinetic, and Gravitati onal Potential Energy G2 Solve problem s involving different forms of energy 3, 4, 7, 8 Demonst rate an ability to solve problem s involving gravitati onal potential energy To investiga te and compare the potential energy, kinetic energy and speed of a cart on a hill (p. 225) Hook: Euler’s Disk Class discussi on of what may be happeni ng. Let them know they will better understa nd it in a few classes Warm up question s 1 KE and 1 PE
3. Down the hill lab + intro to thermal energy
To investiga te and compare the potential
energy, kinetic energy and speed of a cart on a hill (p. 225) 4. Thermal Energy G2 solve problem s involving different forms of energy Describe kinetic molecula r theory Describe thermal heat transfer Define temperat ure, thermal energy, and specific 1, 2, 6, 7, 8 Understa nd the nature of thermal energy as explaine d by the kinetic molecula r theory Understa nd the process of measure ment of temperat ure Describe different Class discussi on on misconc eption topics Shomewo rk Fanswerin g critical thinking question s
Activity lab: Discover how temperat ure increase s with a constant supply of thermal energy (have three thermom eters in celsius,
heat, temperat ure scales, absolute zero Solve a variety of problem s involving – thermal energy – mass – specific heat capacity – change in temperat ure G3 Analyse the relations hip between work and energy,
temperat ure scales
kelvin and fahrenhe it scale) States of matter http://ph et.colora do.edu/e n/simulat ion/state s-ofmatter
Prelab three question s that ask students to calculate the efficienc y of a device if they’re given its electrical input powers and
with referenc e to the law of conserva tion of energy state the law of conserva tion of energy Solve problem s, using the law of conserva tion of energy to determin e -thermal energy -specific heat 5.Conser vation of Energy G3 Analyse the relations hip 6, 7, 8 Understa nd the differenc
some data on how quickly it heated somethi ng to a certain temperat ure. Students must show work.
S-2 clicker question s with bar
Note: Students can be exposed
between work and energy, with referenc e to the law of conserva tion of energy
e between elastic and inelastic collision s includin g which quantitie s are conserve d in each kind Understa nd the relations hip between work done and energy transferr ed
State the law of conserva tion of energy with work therom Wext = KE + PE
to isolated systems (energy is conserve d and constant ) as well as realistic problem s of nonisolated systems for which energy is conserve d but not constant .
Solve problem s, using the law of conserva tion of
Basic order: 1
energy to determin e – gravitati onal potential energy – total energy – kinetic energy
S- 30 min quiz one of each type
Hook: Mention key points from Feynman ’s discussi on here http://ww w.youtub e.com/w atch?v= XXE28PRJ2M starting at 07:31. Have 28
blocks and give one to a student and interact and discuss what the metapho r is being used for. Article on it (http://ce n.acs.or g/articles /89/i46/E xplaining Energy.h tml ) -Mother, child, blocks analogy. 7. Compute r lab Conserv ation of G3 Analyse the relations PHET skateboa rder http://ph sF- write up lab report Basic order 1. 2. Compute
hip between work and energy, with referenc e to the law of conserva tion of energy
et.colora do.edu/e n/simulat ion/ener gy-skateparkbasics Conserv ation lab on p290 in Physics activities book http://ww w.youtub e.com/w atch?v=_ ve4M4Us JQo&list =PLE5C3 0F25EC4 D222D
A write up about the relations hips they found playing around with the PHET skateboa rder. - Class Debate: Does the force of gravity ever do “work”. Some students think of gravity only as a source of potential energy, but don’t realize that it can be thought of as a force that does
r lab work on phet lab.
G1 Perform calculati ons involving work, force, and displace ment Define work in terms of force and displace ment, W=Fd, units Solve a variety of problem s involving – work – force – displace
3, 5, 6, 7, 8 Display an ability to calculate work done by a force Identify the force that does the work
Understa nd the Units of Energy and Work are both Joules
Activity: Attach a spring balance to a 1 kg mass with a spring. Pull the mass along the table at a slow, steady speed keeping the balance parallel to the table top. The students should do this in pairs and talk about what they
SQuestion s involving W=Fd Check for complete ness only (not correctn ess) of this homewo rk. FDuring Pocket lab see and note what students are asking what question s or coming up with ideas.
Hook: Ask students to use the word “work” in a few different sentence s and share them with the class. Students will use a “layman’ s” definitio n of work. Then give them the physics definitio n and show how it’s different
Explain that only compon ent in the direction of the motion does work Explain forcedisplace ment graph and how area under gives work show unit analysis and example s
notice. What is the reading on the spring balance. What are the physical factors that determin e the amount of force? How much work is done in moving the mass 1 meter? Class discussi on: Predict what would happen if the mass was 2
What language are the students using?
from their definitio ns. Multiple choice clicker question : Lifting a box above your head to height h versus climbing stairs and carrying the box to height h. Which one requires more energy? a. lifting b. stairs c. same Basic order: 1. hook
KE + PE
kg. http://lec tureonlin e.cl.msu. edu/~m mp/kap5/ work/wor k.htm http://ph et.colora do.edu/e n/simulat ion/theramp
2. give definitio n of work 3. Example s of board 4. clicker question 5. Pocket lab 6. Workshe et few written ones and the rest using phet and other resource
9. Power and Efficienc y
G4 Solve problem s involving power
3, 4, 7, 8 Distingui sh physics from
Class discussi on what is power in everyday
S - Quick activity write-up F - Note discussi
Summar y/Link/H ook: Challeng e a bufflooking
and efficienc y Define power P=W/t, units Perform calculati ons involving relations hips among – power – work – time Define efficienc y efficienc y= Wout/Wi n X 100% Perform calculati ons involving relations hips
related disciplin es Differenti ate between work and power and correctly calculate power used
terms Activity: Your power Determin e the work and power as you climb the stairs (p.204 in Merrill) Or https://d ocs.goo gle.com/ viewer?a =v&pid= sites&sr cid=ZGV mYXVsd GRvbWF pbnxtcn RyYXNrc 3BoeXN pY3N8Z3 g6MTky OGRhM DdjMzJlZ jZkMg
on and who may suggest time
student in the class to see if he can lift a stack of textbook s from the floor to the table faster than you can. Let him win. Ask the students which one of you they think is “more powerful ”. Then point out that you both did the same amount of work. Some students might point out
among – work (input and output) – power (input and output) – efficienc y
that it took you much more time, though. Use this as a segue into defining power. basic order: 1. warm up question s (1 area under graph +W=fd) 2. Hook 3. Define power and do question s 4. pocket lab if there are stairs that you can measure 5. Define efficienc
y and problem s 6. Homewo rk sheet (https://d ocs.goo gle.com/ viewer?a =v&pid= sites&sr cid=ZGV mYXVsd GRvbWF pbnxtcn RyYXNrc 3BoeXN pY3N8Z3 g6MjI4M DFmYjA 2NjExNT cwYg) 10. Thermal work undemo Efficienc y compari son Lab G4 solve problem s involving power and efficienc y 3, 4, 5, 8 Question : S - Lab writeup
Can thermal energy be made to do useful work?
Do undemo with thermal energy Students are asked to test one addition al device
Materials : Plastic 1liter bottle Large balloon Bowl of hot (not boiling) water Bowl of ice water Small rock Procedur e: 1. Cool the balloon and the bottle in the freezer for 5 minutes. 2. Fill the bowl with hot, not boiling, water. 3. Put
when they get home that evening and to add it to their report.
the balloon over the mouth of the bottle making sure that the air has been squeeze d from the balloon. Place the bottle into the hot water. 4. The air inside the bottle should expand and inflate the balloon. After it is inflated, put the bottle in
the bowl of ice water and observe it deflate. 5. Design a device to convert this expansio n and contracti on into usable work such as lifting a rock. Design a device that circulate s hot, then cold, water so that the balloon deflates and inflates without
moving the bottle. Lab of efficienc y compari son different applianc es. Ex: kettle, hot plate, microwa ve and immersi on heater Power is written on machine, start temp and final temp with constant mass of water over an
amount of time. E=Pt = electrical energy (in) Heat Energy (out) = E= mcT Discuss sources of errors
11. Problem Session and review
G2, G3 Solve a variety of problem s involving – gravitati onal potential energy – mass –
Learn methods and template s for effective problemsolving.
FListen to explanati ons given by students to each other and make sure that the students aren’t simply
The purpose of this lesson is to challeng e the students with a problem set that is more difficult than the one’s
accelerat ion due to gravity – height above a referenc e point – kinetic energy – velocity – total energy Build Academi c Languag e.
copying each other’s work. -clicker question s
they’ve seen so far. Students are asked to work on the problem s for 30 minutes on their own. Then they form groups for 15 minutes to compare answers and help each other to understa nd. At the end of the period, a student from each
group is randoml y selected to present the solution to one of the problem s on the board. Answer key is posted online. Basic order: 1. go over lab +hand in 2. solve problem s 3.clicker question s 12. Unit Test S - The Test! During marking, teacher
identifies which question s the class found most difficult. 12. Review of Unit Test with peers All PLOs that students had trouble with on the test. F - Peer discussi on, see how they interact S- Will not only correct test but in a different marker or separate sheet they will say where they went wrong and redue it Test is handed back to students . Class goes over the difficult question s together: students with nice answers are asked to demonst rate their method to the class. Teacher will occasion ally ask
students to rephrase some of their statemen ts using “fancy” academi c language . They will go over test together. Hand back in with not only correctio ns but where they went wrong. If they need help I will be around 1. hand back test 2. talk
amongst themselv es for 30 mins 3. start moment um (not on this unit plan)
Momentum 13. Introduct ion of moment um Apply the concept of moment um in one dimensio n solve a variety of problem s involving ● m o m e Apply models (physics formulae , diagram s, graphs) to solve problem s Verify relations hips between variables Newton’ s cradle interacti ve demo to grab attention . s-Go to PhET and play with simulatio n. Fill in workshe et for homewo rk. Note misconc eptions: Moment um is always conserve d, and the moment um of an isolated system is constant .
Solve problem s: thinkpairshare Modellin g problem solving.
n appropri t ate units. u m a s s v e l o c it y
http://ph et.colora do.edu/e n/simulat ion/collis ion-lab http://ph et.colora do.edu/e n/contrib utions/vi ew/3318
Recogni ze that moment um and impulse are vector quantitie s Identify and compare moment a of common
Define impulse (i.e., change in moment um) solve a variety of problem s involving ● m o m e n t u m (i n it i a l
Understa nd the relation between average force and time interval for a fixed impulse Apply models (physics formulae , diagram s, graphs) to solve problem s Verify relations hips between variables
a n d fi n a l) i m p u l s e n e t f o r c e ti m e
Use appropri ate units. Interpret graphs
F=ma=m v/ t F t= m v p=m v ⇒F t
= p Use graphica l methods to determin e impulse from Fnet vs t graphs
Produce and interpret graphs
15. Conserv ation of moment um
State the law of conserva tion of moment um for isolated, onedimensio nal systems
Understa nd the distincti on between external and internal forces
Pocket lab- rope with two skateboa rds see p.181 Youtube video: http://ww w.youtub
Solve problem s, using the law of conserva tion of moment um (e.g., collision s and explosio ns) to determin e ● m o m e n t u m (i n it i a l a n d
e.com/w atch?v= qNou0xg 3_cY&fe ature=rel ated
fi n a l) v e l o c it y (i n it i a l a n d fi n a l) m a s s
Determin e whether a
collision is elastic or inelastic
Carts and air track
17. Review Collabor ative day 18. Moment um Test
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