Formal Observation 2 Lesson Plan

Teacher: Miss Cooper

Grade: 10-11
Content Area: Honors Physics

1. Content and Standards:

- Modeling Workshop Program Curriculum for Physics (No classroom text)
o S3.2.10.B1 - 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
o S11.A.2.1.5 - Communicate results of investigations using multiple
representations

2. Prerequisites: Prior to this lesson, students should have a solid

understanding of forces and know how to create interaction diagrams and
force diagrams. Up to this point, students will only have completed
qualitative force diagrams and equation variable manipulation.

3. Essential Questions:

- What is the relationship between mass and weight?

- How do we solve quantitative problems using force diagrams?
- How can we solve for normal force, gravity, an applied force, or friction in a
balanced force situation?

4. Materials and Equipment:

Teacher:
iPad – Used to project pre-made problems onto the board for students to
view, available to refer to for teacher explanation, and in review of problems to
reference back to. Additionally, the teacher can create additional problems if time
allows.
Pencil – Used to make notes on the board when students need clarification
during our discussion.
Moodle – The LMS used in the physics department.
Handwritten copy of solutions to worksheet and pre-made problems –
Solutions available to the teacher; they can determine what level of work needs to
be shown to students live in class based on inspection and discussion.

Students:
Spring balance and masses – Students will find the force on each mass using
the spring balance.
Chromebooks and Excel – Students will need their computers to graph the
data they obtain with the spring balance and masses. They will plug this data into
the cells to get a graph, find the line of best fit, and create their equation. (This
graphing process is a concept students are very familiar with)

Whiteboards and Markers – Students will work on problems at their table

groups. Students will create a solution to share with their peers.
Worksheet and Pencil – For if students would also like to copy down their
processes for later review and to complete the worksheet

5. Instructional Objective: Students will be able to understand the difference

between mass and weight through the completion of a mini-lab and
introductory quantitative problem solving with 100% completion and 75%
accuracy.

6. Instructional Procedures:

Before: 30 - 35 min

Before accomplishing the main objective, the teacher will have students complete a
mini-lab where they experiment with different masses and a spring balance to
determine how weight depends on mass. The teacher will demonstrate the
procedure for students up front and discuss the expectations; the teacher will make
sure to highlight the process of linking masses and how to adjust for play in the
precision of the scales. Students will then gather the required materials and get to
work. The teacher will float to observe and assist groups from collecting data to
graphing to create an equation. After all groups have wrapped up and obtained their
result, the teacher will call students back together. The teacher will ask students to
share out their results using their whiteboards as presentation guides using the
presentation method.

To wrap up this discussion, students will complete two check-up problems to

practice calculations with our newly discovered relationship. Students will complete
work on their whiteboards. The teacher will check on groups as they work, calling
on student groups to explain the reasoning behind their answers. The teacher will
also clarify any misconceptions before moving on.

During: 60 min

During the central portion of the class, students will complete WS2 as a beginning to
quantitative force diagrams. This will have students practice the procedures they
were introduced to in the previous lesson (using interaction diagrams, a rough copy
force diagram, breaking down components, and creating a good copy of their force
diagram) to prepare for problem-solving. Students will be responsible for solving all
problems on the worksheet, but each table group will be given two specific
problems to write on their board. As students wrap up, the teacher will call on
groups who completed the same problem to share it with the class, where
classmates can agree/disagree with their peers work and ask questions. This
process will repeat for all problems.

Next, students will complete two quick trigonometry force exercises. This skill is
vital for problem-solving, so the teacher will monitor groups closely for
comprehension. The teacher has written these problems up to present on the
board, with detailed solutions aside. Students will have time to work in their table
groups to create a clear solution. Once all groups have made significant progress, the
teacher will clarify any misconceptions or common mistakes on the board spotted in
discussion with student groups. If additional practice is required, two additional
problems are available for the teacher to pull from.

Lastly, students will work on a set of problems. These problems will bring together
all of the previous skills students have been building together. Groups will write out
their work on whiteboards and prepare to share it in a class discussion. These
problems require more time as there are various steps, and detailed work is
required; four problems have been created with the hopes of a minimum of two
being completed. If more time is necessary for the trigonometry review, tomorrow's
lesson will be adjusted accordingly to allow for more practice.

After: 5 – 10 min.
As the last 5 – 10 minutes of class approach, the teacher will call the class back
together. The teacher will deliver homework instructions before taking any final
questions. A reminder will also be given to join Google Classroom with the invite
sent to students' emails for tomorrow's class.

7. Assessment:

Informal – While answering questions in the classroom, notes will be made as

necessary. Notes may include information on student questions, difficulties, or any
other relevant information. In observation, the teacher will make notes of student
progress and, through conversation, gauge student understanding.

Formal – As the teacher goes around the room, student groups will receive a smiley
face on their board to indicate work is on the right track or is correct. As the class
proceeds, the teacher will make a note of how many stickers each group obtained.

Students will continue to practice these concepts throughout the rest of the week,
adding additional information each day for more complicated problem-solving
strategies. This objective will be evaluated repeatedly throughout the week for each
lesson in the unit. This process comes from the Modeling Workshop Program
Curriculum for Physics that is followed in this course for course sequencing. The
teacher will review the qualitative methods again before going into the quantitative
processes on an individual basis.

8. Differentiated Instruction:
This lesson further deepens students' problem-solving skills in our forces unit.
Previously, students will have been working with qualitative problems (problems
that complete the setup to solve with an interaction and force diagram); now, they
will be completing quantitative problems (problems that provide numerical
information with complete problem solving). If students need more structure to
solve, the teacher can walk around to individual groups and provide support. If the
class as whole needs clarification, the teacher can give that up front as well. When
students complete problems in their groups, the teacher can call on groups to share
out their methods and solution. The teacher can differentiate this time by observing
whiteboard progress, listening to discussions, and engaging in conversations with
students. The teacher will try to float equal amounts to all groups, but when feasible,
can focus in with groups that need additional assistance. Since this is newer
material, there is no need for challenging work at this time; focus will be placed on
developing a deep understanding of the methods followed in these problems, as the
following days will build off of this lesson.

As stated above, additional practice is available if students are having difficulty with
the trigonometry practice. Additionally, there are extra practice problems towards
the end of the lesson if students are ready to push forward with more challenging
problems.