GENEVA COLLEGE BEAVER FALLS, PA. LESSON 16 Name: Jennie Huff Dare: 03/05/2021 Suauect: General Physics Grape Level: 11° and 12 Grade ToPic AND GENERAL Goals CIRCULAR MOTION: THE STUDENT WILL BE ABLE TO DETERMINE THE VELOCITY AND RADIUS OF THE FLYING PIG ‘THROUGH THE USE OF INQUIRY. REFERENCE TO PA OR COMMON CORE STANDARDS STANDARD - 3.2..81. DIFFERENTIATE AMONG TRANSLATIONAL MOTION, SIMPLE HARMONIC MOTION, AND ROTATIONAL MOTION IN ‘TERMS OF POSITION, VELOCITY, AND ACCELERATION. USE FORCE AND MASS TO EXPLAIN TRANSLATIONAL MOTION OR SIMPLE HARMONIC MOTION OF OBJECTS. RELATE TORQUE AND ROTATIONAL INERTIA TO EXPLAIN ROTATIONAL MOTION. STANDARD - 3.2.P.B2 EXPLAIN THE TRANSLATION AND SIMPLE HARMONIC MOTION OF OBJECTS USING CONSERVATION OF ENERGY AND CONSERVATION OF MOMENTUM. DESCRIBE THE ROTATIONAL MOTION OF OBJECTS USING THE CONSERVATION OF ENERGY AND CONSERVATION OF ANGULAR MOMENTUM. EXPLAIN HOW GRAVITATIONAL, ELECTRICAL, AND MAGNETIC FORCES AND TORQUES GIVE RISE TO ROTATIONAL MOTION, STANDARD -3.2.P.B7 COMPARE AND CONTRAST SCIENTIFIC THEORIES. KNOW THAT BOTH DIRECT AND INDIRECT OBSERVATIONS ARE USED BY SCIENTISTS TO STUDY THE NATURAL WORLD AND UNIVERSE. IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS. FORMULATE AND REVISE EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE. RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS. EXPLAIN THE IMPORTANCE OF ACCURACY AND PRECISION IN MAKING VALID MEASUREMENTS, EXAMINE THE STATUS OF EXISTING THEORIES. EVALUATE EXPERIMENTAL INFORMATION FOR RELEVANCE AND ADHERENCE TO SCIENCE PROCESSES. JUDGE THAT CONCLUSIONS ARE CONSISTENT AND LOGICAL WITH EXPERIMENTAL CONDITIONS. INTERPRET RESULTS OF EXPERIMENTAL RESEARCH TO PREDICT NEW INFORMATION, PROPOSE ADDITIONAL INVESTIGABLE QUESTIONS, OR ADVANCE A SOLUTION. COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT. Lesson Opsectives ‘TSWBAT RECORD THE DATA FROM THE LAB THROUGH A METHOD OF THEIR CHOOSING. ‘TSWBAT CALCULATE THE CENTRIPETAL FORCE ACTING ON THE PIG. ‘TSWBAT COLLABORATE IN LAB GROUPS TO DETERMINE RADIUS AND VELOCITY OF THE FLYING PIG IV, MareriasIPAD LapTor FLYING Pic MEASUREMENT TOOLS. Vv. A. IntRopuction ‘START WITH FIVE QUESTION AND FORM GROUPS 1. WHATS ONE ITEM YOU ARE EXCITED TO DO THIS WEEKEND? (2. WHAT WAS THE HIGHLIGHT OF YOUR WEEK? 3. WHAT IS THE GOAL OF THE FLYING PIG LAB? 4, HOW ARE YOU GOING TO COMPLETE THIS GOAL AS A GROUP? 5, WHAT IS EACH STUDENTS ROLE IN YOUR GROUP? B. _LESSON Devetopment (ACTIVITIES, PROCEDURES) ‘STEP 1: FORM GROUPS AND TALK THROUGH THE 5 QUESTIONS. ‘STEP 2: ROOMERS GET STARTED ON COLLECTING MATERIALS AND DETERMINING A PLAN OF ATTACK. PLAN MUST BE APPROVED PRIOR TO COMPLETING. ‘STEP 3: ZOOMERS WILL BE TOLD TO COMPLETE THE LAB AND WHERE TO FIND THE VIDEO. ‘STEP 4: WALK AROUND ROOM AND ANSWER ANY QUESTIONS STUDENTS MIGHT HAVE ALSO MONITOR THE MYSTERY PERSON. a EVIDENCE OF DIFFERENTIATED INSTRUCTION LEARNING ENVIRONMENT: THE VIRTUAL STUDENTS AND IN PERSON STUDENTS WILL BE. PREFORMING THE SAME LAB. THE STUDENTS IN PERSON WILL EXPERIENCE A HANDS-ON LAB WHERE ‘THOSE AT HOME WILL HAVE TO USE COMPUTER ANALYZING SOFTWARE TO DETERMINE THE FORCE ON THE PIG. CONTENT: THE STUDENTS WILL GET TO USE GUIDED INQUIRY TO DETERMINE WHAT METHOD THEY USE TO FIND THE RADIUS AND VELOCITY OF THE PIG. THEY WILL USE THIS DATA TO CALCULATE THE CENTRIPETAL FORCE ACTING ON THE PIG. D. ‘Closure (SUMMARY) CONCLUDE BY HAVING EVERYONE COME BACK TOGETHER AND HAVING A MINI LAB DISCUSSION OF WHAT METHODS WORKED WELL AND WHICH FLOPPED, VL. Assessment/EVALUATION ‘THE STUDENTS WILL ALL BE FORMALLY ASSESSED BASED ON THEIR ABILITY TO COMPLETE THE LAB QUESTIONS AND ‘TO RECORD ACCURATE INFORMATION ON EXPERIMENT HANDOUT BY HAVING IT SIGNED OFF ON. THE STUDENTS WILL BE ASKED TO GET ALL OF THEIR DATA DURING THE CLASS PERIOD AND TOLD TO COMPLETE THE CALCULATIONS OVER THE WEEKEND. THE COMPLETED LAB WILL BE DUE FOLLOWING THE DISCUSSION ON [Monbay. THE STUDENTS ABILITY TO WORK IN THEIR GROUPS WILL BE INFORMALLY ASSESSED BASED ON THEIR ABILITY TO COMPLETE THE LAB BY THE END OF THE CLASS PERIOD THROUGH THE USE OF OBSERVATION AND TRACKING OF A MYSTERY PERSON STRATEGY BY THE TEACHER, VII. MopiFICATIONS AND/OR ACCOMMODATIONS ‘THE MODIFICATION FOR COLLIN, NATHAN, MADISON, DANAE, AND EMMA WILL BE THE ABILITY TO HAVE EXTRA TIME IF 1S NEEDED. ‘VII SELF-EVALUATION Cooperating Teacher Approval: See Block Plan #2 for Weekly Self-Evaluation and signature. 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