GENEVA COLLEGE BEAVERFALLS,PA LESSON4 Name: Jennie Huft Date: 02/04/2021 ‘Subject: General Physics GradeLevel: 11" and 12" Grade 1. TopicandGeneral Goals, Momentum: The students wil earn howto safely perform and use the lab equipment. Il. Reterenceto PA or Common CoreStandards Standard-3.2.10.81 Analyze the relationships among the net forces acting on a body, the mass of the body, and the resulting acceleration using Newton's Second Law of Motion. ‘Apply Newton's Law of Universal Gravitation tothe forces between two objects. Use Newton's Third Law to explain forces as interactions between bodies. Describe howinteractions between objects conserve momentum. Standard-3.2.°.87 Compare and contrast scientiictheories. Know that both direct andindirect observations are usedby sciontists to study the natural worid and universe. Identity 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 precisionin making valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance andadherenceto science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental esearch to predict new information, propose additionalinvestigable ‘questions, oradvancea solution. Communicate and defend a scientific argument. Il, Lesson Objectives ‘TSWBAT explain howto safely complete the experiment. ‘TSWBAT apply the information learnedin class today to the lab they will perform tomorrow. TSWEAT record data with accuracy. IV. Materials, iPad Laptop Newton's Cradle v. ‘A. Introduction ‘Startclass with a Newton's Cradle demonstration. Ask students these questions: 1. Does anyone know thename of his object? 2. Whatwillhappenif release 1 ballandallowitto swing?» What will we see grab two andallow them to swing? It1release Show willthe center ballbe affected? 5. Cananyone guess why when | release one ballitis always only one that will swing from theother side andnot2? 6. Howdoesthis connectto ourprevious unitof energy? 7. How does this connectto the new unit of momentum? B. —_Lesson Development Step 1: Start lass with demonstration and questions. ‘Step 2: Demonstrateto students how touse the smart carts on theiriPads. ‘Step 3:Explaintothe Zoomers how their lab willbe completed. &. Evidence ofDitferentiatedinstruction Content: The lesson willbe modified to allow forthe momentum labto be explained. visually and audibly. Process: The process willbe modified by having the virtual students complete a similar lab ‘ontheir own on the website The Physics Classroom and the students in person will physically work with the tracks and smart carts. Closure Save last2 minutes for students to summarize what we learnedin class today. Callonat least random students, Have students in person summarize what wo leamedin class today with a partner. ForZoomershave them type me a private message of whatwas leamedtoday. VI. AssessmenvEvaluation The students will allbe informally assessed based on their ability to summarize what was coveredin lass toprove an understanding n the equipment and safety procedures for the lab. The students willalso be informally assessed basedon their ability o record accurate information through continual room, ‘monitoring with the use of teacher notetaking. VIL. Modifications and/or Accommodations ‘The modification for Collin and Nathan willbe the ability tohave extra timeifitis neededon the lab > vi, Solf-Evaluation Cooperating Teacher ApprovalSelf-Evaluation for Lesson 4 ‘The main way | have reflected on the lesson was from the surprising amount of energy from the students. { was not expecting this, and ft caught me off guard because | kept having to speak over them. | think there was more chaos in the room then I would have liked, and | had to keep being creative to get their attention. | nicely called out Sadie for her cellphone use while | was trying to teach the class and she apologized then put it away. | tried to then continue teaching as if nothing had happened. | would say the main strategy | used was how to get the students attention in different ways, At ne point [ said oyi to get their attention. I think this was the quietest moment in the whole period because ‘the students were shocked that | did that. Another strategy | used was if show the students respect, then ‘expected it in return, The main thing | am going to do differently is | am going to wait to form the group or allow them to collect the equipment until | am done talking. Another thing | am going to do different next time is pick the groups because it seems that the girls are working with girls and the boys with boys. | am also going ( to pick the groups to avoid some of the fighting and drama since | already had one group of girls get into WS « fights with each other. | would say something that went well was I wes able to get through all that | wanted to cover during the lesson. | was also able to explain the material, however, there was some bad Wi-Fi issues and some groups were having a hard time getting the app to load. | think | did well overall to deal with the Wi- Fi problem and still get the material covered. | am going to pass back the students’ tests tomorrow. ‘Addendum for the Class Periods Taught! Today | taught 9" period and so far, they are following the same track as the other general physics courses. | just need to go over their tests tomorrow with them and they will be at the same level as the other periods. All of the students by now should have the app to fully begin their experiments. | am going to explain all of the lab first before | allow them to break into their groups.