The document provides a lesson plan for a high school physics class. It includes correlations to standards, unit focus on physics and the scientific method, supporting ideas on technology and quantitative relationships in physics, and materials and instructional strategies. The lesson introduces concepts of speed vs velocity, distance vs displacement, and units of measurement. Students will have a quiz and complete a lab activity on indirect measurement.
The document provides a lesson plan for a high school physics class. It includes correlations to standards, unit focus on physics and the scientific method, supporting ideas on technology and quantitative relationships in physics, and materials and instructional strategies. The lesson introduces concepts of speed vs velocity, distance vs displacement, and units of measurement. Students will have a quiz and complete a lab activity on indirect measurement.
The document provides a lesson plan for a high school physics class. It includes correlations to standards, unit focus on physics and the scientific method, supporting ideas on technology and quantitative relationships in physics, and materials and instructional strategies. The lesson introduces concepts of speed vs velocity, distance vs displacement, and units of measurement. Students will have a quiz and complete a lab activity on indirect measurement.
The document provides a lesson plan for a high school physics class. It includes correlations to standards, unit focus on physics and the scientific method, supporting ideas on technology and quantitative relationships in physics, and materials and instructional strategies. The lesson introduces concepts of speed vs velocity, distance vs displacement, and units of measurement. Students will have a quiz and complete a lab activity on indirect measurement.
Day: 005 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A2; 11B1-5,8,9,11; 11C6; 13A1,3,5; 13C1,3 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion 4b. Forms of Energy 4d. Characteristics of Matter 4e. Changes and Reactions ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Unit Focus/Foci The Science of Physics Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. In order to build a knowledge base of physics, it is necessary to consider the scientific method as a means of problem solving and mathematics as the language of physics. Supporting Ideas/Instructional Focus 1. Technology is the application of our understanding and control of physical phenomena and results from the application of the systematic procedure of problem solving called the scientific method. 2. The scientific method requires careful observations, the formation of the hypotheses and meticulous testing of the hypotheses. 3. Physics is a quantitative science. The relationships between variables may be expressed as equations and graphs and often requires error analysis. 4. The Systeme International (SI) units are used in expressing the relationships between variables. Materials Copies of the planned quiz and scheduled laboratory activities for day 6 Scientific calculators 30 Educational Strategies/Instructional Procedures The homework problems from Day 004 should be reviewed at the beginning of class. Ask: If your book measures 1.5" x 8" x 10", what are the dimensions in cm? Have students compute the problem by canceling the units. 1.5 inches x 2.54 cm = 3.81 cm 1 1 inch 8 inches x 2.54 cm = 20.32 cm 1 1 inch 10 inches x 2.54 cm = 25.4 cm 1 1 inch Therefore, the 1.5" x 10" x 8" book is equal to 3.81 cm x 20.32 cm x 25.4 cm. Model the next two sample problems, but have students state where the units would be and how they cancel so that the answer is correct for both numeric computations and the units used. Ask: To convert cm to mm, do you multiply or divide? Multiply by 10, because X cm x 10 mm = Y mm 1 1 cm Ask: Which units will cancel? (as shown above) Ask: To convert cm to m, do you multiply or divide? Divide by 100, because X cm x 1 m = Y m 1 100 cm A quiz (10 - 15 minutes) should be given consisting of short answer questions covering the material presented during the past several days (scientific method, vocabulary, SI units, scientific notation, and conversion of units). 31 Remaining time should be spent in discussion of: 1. Speed vs. velocity; instantaneous speed vs. average speed; distance vs. displacement. A forward slash (/) means per and a delta () means a change in value Ask: How is rate defined? A quantity divided by time. Example: MPH Ask: What do we mean by relative motion? Movement with respect to some frame of reference. Example: the earth spins on its axis daily, but we say we are standing still when we reference our position on the earths surface. Ask: What is the definition of speed? How fast something is moving. Ask: How is instantaneous speed different? It is the speed at any given instant of time. Example: the reading on a speedometer. Ask: What is average speed? The total distance covered divided by the time interval. 2. An introduction to the lab activities scheduled for day 6 Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Draw conclusions, inferring meanings from the text Identify common themes and main idea Apply information presented in the text to a new or different situation MA: Perform arithmetic operations Choose and apply appropriate operational procedures Understand geometric properties Apply a variety of estimation strategies Use variables and equations to solve problems Analyze and interpret data Understand and apply principles of probability Apply measurement skills SS: Demonstrate time and chronology Demonstrate an understanding of important historical events Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. 32 Connection(s), continued Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com. Assessment Continuous assessment should be made for class participation along with the quiz scheduled for this day. Homework Copies of the laboratory activities planned for Day 006 should be handed out today for students to review prior to coming to class on Day 006. 33 Teacher Notes Laboratory work planned for Day 006 is done outside the building. Every school has its individual rules about taking students outside the building though students remain on school property. It is best to check with an administrator before going out of the building. If a school hallway will be used for these activities, it is also best to clear its use with the administration. These labs can easily take more than one class period if time has not been allocated to its planning before the actual lab day. Reminder: Safety first in all laboratory activities. You must set the ground rules. Physics has many fun labs, but students need to remember they are doing them with a purpose. Planned activities: 1. Measuring height indirectly and 2. Prepare or locate a lab activity that is similar to the Physics 500 from PRISMS and Hewitt or other laboratory activity for computing average speed may be used. The teacher should consult the Blueprint (Appendix A) and the Program of Study (Appendix B) for additional ideas. 34 Measuring Height Indirectly Discussion: A clinometer (figure A) is used to measure heights of objects indirectly and is an easy device to construct. Clinometer It is a simplified version of the quadrant and the sextant, which are devices that are graduated in degrees for measuring angles of elevation. The arc of a clinometer is marked from 0 to 90 degrees. When an object is sighted through the straw, the number of degrees in angle ABC can be read from the protractor. Angle BDE is the angle of elevation of the clinometer. Angle ABC on the clinometer is equal to the angle of elevation, BDE. In the diagram (figure B), the clinometer was used to find the angle of elevation from eye level to the top of a building. Clinometer in Use This angle is 25 degrees. The distance from the person to the base of the building is 60 meters and the observer's eye from ground level is 150 cm. In this diagram, the person and the building are not drawn to the same scale. 35 MATERIALS: Straw Clear tape Protractor Thread Washer, nut, or some type of light weight Meter sticks Tape measure with metric scale Scientific calculator PROCEDURE: Using the diagram as shown, assemble a clinometer. Your instructor will designate an object for you to measure its height indirectly such as a flagpole, tree, or building. With your partner, assemble a clinometer like the one shown in figure A. A weighted thread should be tied through the hole of the protractor. Tape the protractor to a drinking straw so that the straw is at a right angle to the base of the protractor. When you look through the straw at an object, the position of the string against the protractor will show the angle between your line of sight and the horizontal. Never look at the sun or any bright light source through the clinometer. With your partner, hold a meter stick perpendicular to the floor end to end with a second meter stick in order to determine eye level. Record this measurement. ____________ With the clinometer, measure and record the distance from the observation point to the designated object. ____________ With the tape measure, measure and record the distance from the observation point to the designated object. ____________ Now, determine the height of the object using your calculator. Don't forget to make the correction for the height by adding the distance from the ground to eye level. ____________ 36 STRUCTURED CURRICULUM LESSON PLAN Day: 006 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7-9,14,17; 11C5,6; 12D1,4 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Conceptual Statements/Unit Foci The Science of Physics Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. In order to build a knowledge base of physics, it is necessary to consider the scientific method as a means of problem solving and mathematics as the language of physics. Kinematics Kinematics is the process of describing the motion of objects in terms of position, velocity, acceleration and time using algebraic equations and graphs as well as words and visual images. Supporting Ideas/Instructional Foci CS1 Physics is a quantitative science. The relationships between variables may be expressed as equations and graphs and often requires error analysis. The Systeme International (SI) units are used in expressing the relationships between variables. CS2 Speed is the total distance covered divided by the time taken. Velocity is speed that an object is moving together with the direction of movement. Acceleration is the rate at which velocity is changing. 37 Materials Laboratory activity: Measuring Height Indirectly including required instrumentation: Meter sticks/student Stopwatch Protractor String Thread Straw Washer or nut Clear tape Tape measure Scientific Calculator Whistle Laboratory activity for computing average speed including required instrumentation Educational Strategies/Instructional Procedures Although the laboratory activity information should have been given out and studied by students before coming to class today, it is important to quickly review the labs and ask: What are the purposes of the two laboratory activities? (The average speed activities will permit students to collect data and compute average speed in a variety of student-designed races. The second activity prepares students to indirectly measure the height of an object by using measurements and calculations.) Since this is the first laboratory experience of the physics class and students will have a measure of freedom which they have probably never previously encountered, it is important to remind students of the ground rules: 1. Work with your assigned group in your assigned area. 2. Work on the task at hand. 3. No horseplay. 4. Use the time allotted efficiently. 5. All data must be collected during the time period. 6. Move through the hallways quietly so that other classes will not be disturbed. 7. The signal to stop work and listen for instructions will be your blowing the whistle. Circulate around the area to assist groups and keep them on task. Allow at least five minutes to reassemble and return to the classroom. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Draw conclusions, inferring meanings from the text Identify common themes and main idea Apply information presented in the text to a new or different situation Interpret nonliteral language 38 Integration with Core Subject(s), continued MA: Perform arithmetic operations Choose and apply appropriate operational procedures Understand geometric properties Use variables and equations to solve problems Analyze and interpret data Understand and apply principles of probability Apply measurement skills SS: Read and interpret maps, charts, and graphs Demonstrate time and chronology Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale. Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. 39 Connection(s), continued Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com. Optional use of graphing calculators should be encouraged as these laboratory exercises provide some excellent opportunities. There are some interesting computer simulations available which are suitable substitutes for actually participating in the races. Conceptual Physics, Interactive Physics, Simulations Software, Ice Skating I and II are excellent products. Assessment In addition to grading the laboratory write-up that students submit, it is suggested that a grade be given for student participation. As this is early in the school year and you may not know students by name, using a seating chart covered with an transparency and marked on with an overhead projection marker is an excellent means of learning student names as well as providing a writing surface for participation grades. Homework Completion of the lab calculations and analysis should be done at home. These labs cannot be completed in a 50-minute period; however; all of the data can be collected within that time frame. 40 Teacher Notes Laboratory work planned for Day 006 is done outside the building. Every school has its individual rules about taking students outside the building though students remain on school property. It is best to check with an administrator before going out of the building. If a school hallway will be used for these activities, it is also best to clear its use with the administration. These labs can easily take more than one class period if time has not been allocated to its planning before the actual lab day. Reminder: Safety first in all laboratory activities. You must set the ground rules. Physics has many fun labs, but students need to remember they are doing them with a purpose. In the event of rain, you need to have an alternate activity prepared. A video on Linear Motion would be an option; a sample data table that would reflect the type of data collected in the Average Speed activity could be used in place of doing the activity; taking indirect measurements through the classroom window would be options. Should an accident occur while you are doing these activities, you need to know the schools policy. There is an official form that must be filed, and the parent or guardian must be notified. Make sure you check with your administrator for the appropriate persons to contact and the procedure to follow before you proceed with the activity. 41 STRUCTURED CURRICULUM LESSON PLAN Day: 007 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6; 12D1,2 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Conceptual Statements/Unit Foci Kinematics Kinematics is the process of describing the motion of objects in terms of position, velocity, acceleration and time using algebraic equations and graphs as well as words and visual images. Dynamics The past and future motion (position, velocity, time and acceleration) of an object can be predicted by applying the fundamental principles of Newtons Laws of Motion and the Conservation Laws of Energy and Momentum. Supporting Ideas/Instructional Foci CS2 Speed is the total distance covered divided by the time taken. Velocity is speed that an object is moving together with the direction of movement. Acceleration is the rate at which velocity is changing. CS3 Weight is the local force of gravitys effect on a mass. Near the Earth, a falling object accelerates at 9.8 m/s 2 toward the Earth, unless air resistance is significant. The force due to gravity drops off as the inverse square of the distance of separation. 42 Materials 2 sheets of paper for demonstration purposes Educational Strategies/Instructional Procedures Begin the class by requesting a student volunteer to show how to solve for the d in the equation of d = v*t on the overhead projector where: v = 30 km/hr t = 1 hr Therefore: d = (30 km/hr) x (1 hr) So: d = 30 km By looking at the above analysis and thinking about the problem, the units become apparent. Explain that equations are important guides to ones thinking. In a problem where no numerical quantities or units are expressly given, the student can make-up his/her own numeric values. These problems are more conceptual in nature. For example: An airplane makes numerous round trips, always at the same airspeed, between two cities. If it encounters a steady tailwind going and the same steady headwind returning, will the round trip take more, less, or the same time as with no wind? Note that neither numerical values nor units were given. Therefore, you must first make up some numeric values and units. d= 600 km v = 300 km/hr d= v*t 600 km = (300 km/hr)*t t = 2 hr (if there is no wind) Roundtrip = 4 hrs But in the problem there is a headwind. Ask: What does headwind mean? (The wind that works against you.) v = 300 km/hr 100 km/hr v = 200 km/hr 600 km / 200 km/hr = 3 hrs 43 Ask: What does tailwind mean? (The wind works with you.) v = 300 km/hr + 100 km/hr v = 400 km/hr 600 km / 400 km/hr = 1.50 hrs Roundtrip = 3 hrs + 1.5 hrs = 4.5 hrs Therefore, the wind adds 0.5 hr to the trip. It takes more time with the wind. Some students can use d = v*t and solve for any factor by substitution of the knowns into the equation. Other students would rather manipulate the equation so the unknown is solved for. These students would solve for t first and have d = v*t become t = d / v Select questions from your textbook that deals with speed or velocity and work the problems with your students. Have students take out their lab write-ups from Day 006. Ask: Did you include units for distance, time and speed? Were your distances long enough to get accurate results? Was the distance you used uniform for all of your activities? Remind students that it is essential to include complete information and that the experimental design must be well thought out and planned in advance. Groups that did not pre-plan probably wasted time and were unable to finish data collection during the class period. This is an important lesson to learn; you will need to emphasize it often. Review the analysis portion of the labs by going around the room asking students for their answers. Ask: How does average speed relate to distance covered and time taken? Average speed equals distance divided by time. Ask: Does average speed represent maximum speed? No, average means high, medium, and low values are combined mathematically. Ask: Which event had the greatest average speed? Answers will vary with the type of activity and distance. Ask: Does your measurement technique for speed enable you to measure the fastest speed attained during an event? No, the interest in this activity was to measure the average speed in multiple trials. Introduce the concepts of acceleration and free fall. Take two sheets of paper; crumple one into a ball. Stand on your desk or chair. Have students make careful observations as you take the smooth paper and drop it; then drop the crumpled paper. You may have to repeat this a few times for students to make detailed observations. Now, drop both papers at the same time. Ask: What observations did you make about the falling papers? Answers will vary, but students will note that the smooth paper floated down. Ask: Why did the paper behave in this manner? Air resistance. 44 Next, drop a book and the smooth paper simultaneously. Observations should be noted. Drop the book with the smooth paper held against the upper surface of the book. Observations should be noted. Make the point that gravity acts on all objects equally; air resistance changes the apparent motion. Acceleration of free fall on earth is 9.8 m/s 2 . Ask: How would you define acceleration? Acceleration is the change in velocity divided by the change in time. Ask: How would you define free fall? The acceleration of an object due to gravity. There are numerous videotapes available that are appropriate to this discussion. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Draw conclusions, inferring meanings from the text Identify common themes and main idea Apply information presented in the text to a new or different situation MA: Perform arithmetic operations Choose and apply appropriate operational procedures Use variables and equations to solve problems Analyze and interpret data Apply measurement skills SS: Read and interpret maps, charts, and graphs Demonstrate time and chronology Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life -- each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale. 45 Connection(s), continued Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com/mechanics. Optional use of graphing calculators should be encouraged as these exercises provide some excellent opportunities. There are some interesting computer simulations available which are suitable substitutes for actually participating in the races. Conceptual Physics, Interactive Physics, Simulations Software, Ice Skating I and II are excellent products. Assessment It is suggested that a grade be given for student participation. As this is early in the school year and you may not know students by name, using a seating chart covered with a transparency and marked on with an overhead projection marker is an excellent means of learning student names as well as providing a writing surface for participation grades. Homework Select questions and problems from those at the end of the chapter from your textbook. 46 Teacher Notes When calling upon students to answer questions, remember three important points: 1. Call upon everyone. 2. Call upon students in a random pattern to keep them on their toes. 3. Keep the discussion moving; dont let one person monopolize the discussion. You will quickly learn who is having difficulty and be able to suggest help sooner by having everyone contribute to the review discussions. For additional ideas, the teacher should consult the Blueprint (Appendix A) and the Program of Study (Appendix B). 47 STRUCTURED CURRICULUM LESSON PLAN Day: 008-009 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6; 12D1,4 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion 4e. Changes and Reactions ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Conceptual Statement/Unit Focus Kinematics Kinematics is the process of describing the motion of objects in terms of position, velocity, acceleration and time using algebraic equations and graphs as well as words and visual images. Supporting Ideas/Instructional Foci CS2 Speed is the total distance covered divided by the time taken. Velocity is speed that an object is moving together with the direction of movement. Acceleration is the rate at which velocity is changing. Materials For a laboratory activity similar to The Hewitt Domino Effect, the following materials are required for each group of 4 to 6 students: 50 dominos 1 stopwatch 1 meter stick For a laboratory activity where time and distance are measured for an object rolling down an inclined plane, the following materials are required for each group of 4 to 6 students: 1 2-meter ramp (which can be a 2-meter board supported by a stack of books) 1 steel ball bearing or marble 1 wood block 48 Materials, continued 1 stopwatch 1 roll of masking tape 1 meter stick 1 protractor Optional Technology may include photogates; with or without CBL or MBL An optional activity may be developing a laboratory experience using a Sonic Ranger or other motion- measuring device complete with CBL or MBL Educational Strategies/Instructional Procedures Begin class by having students form groups of four. Suggest that each person in a group have a specific task to perform such as gathering/returning materials, timing, performing the activity, and recording data. Stress that every person in the group is responsible for data analysis, not just the recorder. Explain that there will be two activities going on simultaneously and that groups will rotate activities in order to maximize materials and time. The teacher should develop or locate laboratory activities similar to The Hewitt Domino Effect for examining the relationship between distance, time, and average speed and a second activity for measuring the time and distance of an object rolling down an inclined plane. Allow five to seven minutes for clean up of materials. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Draw conclusions, inferring meanings from the text MA: Perform arithmetic operations Choose and apply appropriate operational procedures Understand geometric properties Use variables and equations to solve problems Analyze and interpret data Understand and apply principles of probability Apply measurement skills SS: Read and interpret maps, charts, and graphs Demonstrate time and chronology 49 Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale. Students may want to choreograph and videotape a dance performance illustrating a chain reaction or produce a video illustrating hang-time. Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com/mechanics. Optional use of graphing calculators should be encouraged as these exercises provide some excellent opportunities. If the instrumentation is available, using photogates and/or a Sonic Ranger with a CBL or MBL may enhance the inclined plane activity. 50 Assessment It is suggested that a grade be given for student participation. This includes pre-lab preparation. Homework Both of these activities should include laboratory write-ups and answering appropriate questions. Because of the very nature of the activities, there is not sufficient time in class to appropriately complete these necessary write-ups. Teacher Notes The chain reaction (domino) activity conceptualizes average speed and may take less than a period or it may take considerably longer than a single period if students do not show reasonable care in setting up their dominoes. It is important that the teacher circulates and assists where necessary. Rolling objects down an incline is fairly straightforward and should take less than a full period to complete. As equipment for these types of activities is usually in short supply, it is suggested that the class be split in half and both labs be run concurrently over a period of two days. Ideal group size is 4 to 6 students. The inclined plane activity requires the teacher to assist students with their setups. Two days, back-to- back, have been allocated for these lab experiences. Optional activities of graphing the data collected are beneficial for many students. Class time has not been provided to complete the write-ups. One method of measuring student laboratory participation on a daily basis is to have a set of stamps and a stamp pad. Each day, select a stamp and go around the class stamping each students paper. As you enter papers in your grade book, the stamp (or lack of it) will indicate participation. Some classes get overly loud when working in laboratory situations. You should establish a signal to alert classes that they need to work more quietly. One technique that seems to work well is the flashing of lights in the classroom when a reminder is needed. Because there is no further class time allocated to these activities, it is important to keep students on track. By circulating in the room to help with the laboratory questions, students will respond positively to the teachers presence. In addition, the teacher will get to know his/her students better and be able to evaluate their participation more effectively. Inform students that there will be a test on Day 011 that they should start studying for now. 51 STRUCTURED CURRICULUM LESSON PLAN Day: 010 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion 4e. Changes and Reactions ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Conceptual Statements/Unit Foci The Science of Physics Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. In order to build a knowledge base of physics, it is necessary to consider the scientific method as a means of problem solving and mathematics as the language of physics. Kinematics Kinematics is the process of describing the motion of objects in terms of position, velocity, acceleration and time using algebraic equations and graphs as well as words and visual images. Dynamics The past and future motion (position, velocity, time and acceleration) of an object can be predicted by applying the fundamental principles of Newtons Laws of Motion and the Conservation Laws of Energy and Momentum. Supporting Ideas/Instructional Foci CS1 Technology is the application of our understanding and control of physical phenomena and results from the application of the systematic procedure of problem solving called the scientific method. The scientific method requires careful observations, the formation of the hypotheses and meticulous testing of the hypotheses. 52 Physics is a quantitative science. The relationships between variables may be expressed as equations and graphs and often requires error analysis. The Systeme International (SI) units are used in expressing the relationships between variables. CS2 Speed is the total distance covered divided by the time taken. Velocity is speed that an object is moving together with the direction of movement. Acceleration is the rate at which velocity is changing.. CS3 Weight is the local force of gravitys effect on a mass. Near the Earth, a falling object accelerates at 9.8 m/s 2 toward the Earth, unless air resistance is significant. The force due to gravity drops off as the inverse square of the distance of separation. Materials Educational Strategies/Instructional Procedures Have students review the problems assigned previously on the chalkboard. Create a transparency to show acceleration of Free Fall; that is, a time and distance graph. Ask: Does the acceleration of a ball depend on how fast it is thrown initially? No, with each second speed changes by 10 m/s, slower going up, faster going down. Velocity changes, not acceleration. Ask: In which direction is the ball accelerating while going up? While coming down? Acceleration is downward in both cases- toward the center of the earth. Create a transparency for Free Fall graphing speed: and time. Ask: What will be the speed of a freely falling object after falling 6 sec? 7 sec? 8 sec? Each second its speed increases by 10 m/s, so 6 sec = 60 m/s, 7 sec = 70 m/s, 8 sec = 80 m/s Note that the speed vs. time relationship is linear. Create a transparency for Free Fall graphing speed and distance. Ask: How would the relationship differ between distance and time if the object has an initial speed other than zero? gt 2 is added/subtracted. Ask: The text says a curved line has a slope. Isnt the slope different along different parts of the curve? Yes, slope gives the speed of the object at that particular time. If students are having difficulty at this point, review the questions above. 53 Ask: What does the slope of the curve on a distance time graph represent? Speed. Ask: What does the slope of the curve on a velocity time graph represent? Acceleration. Ask: Does air resistance increase or decrease the acceleration of a falling object? Decrease. Ask: What is the appropriate equation for how fast an object freely falls from a position at rest? V = gt. Ask: What is the appropriate equation for how far an object falls? D = (1/2)gt 2 . If time permits, you may want to review some of the chapter questions provided in your textbook. If the class seems to have a good grasp of the material have a brief discussion/presentation of the laboratory activities by students. Announce that a test will be given the following day. Encourage students to review vocabulary, laboratory activities, and homework problems in preparation. Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Apply information presented in the text to a new or different situation MA: Perform arithmetic operations Choose and apply appropriate operational procedures Use variables and equations to solve problems Analyze and interpret data Apply measurement skills SS: Read and interpret maps, charts, and graphs Demonstrate time and chronology Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. 54 Connection(s), continued Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale. Students may want to choreograph and videotape a dance performance illustrating a chain Reaction or produce a video illustrating hang-time. Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com/mechanics. Optional use of graphing calculators should be encouraged as these exercises provide some excellent opportunities. Assessment Consistent ongoing assessment of class participation should continue even while doing a review of chapter concepts. In addition to providing data for class evaluation, it keeps students on their toes to always come to class prepared.. Relative to homework, some believe that it should be collected each day and graded; others think it should be graded and corrected in class; others believe that it should be collected on the day of the chapter test. Either way, it should be used as a study aide, collected and graded...when, is a teacher option. 55 Homework A test is planned for the next class period; therefore, it is necessary to study for it. Teacher Notes There are a number of videos available should students have difficulty with the concepts of linear motion. For additional ideas, the teacher should consult the Blueprint (Appendix A) and Program of Study (Appendix B). 56 STRUCTURED CURRICULUM LESSON PLAN Day: 011 Subject: Physics Grade Level: High School Correlations(SG,CAS,CFS): 11A1,2; 11B1-5,7,8,9,14,17; 11C5,6 ITBS/TAP: 1a. Scientific Method/Inference 1b. Analysis of Data and Information 4a. Mechanics, Forces and Motion 4e. Changes and Reactions ISAT: 1a. Scientific Facts and Theories 1b: Simple and Complex Problems 3a. Ethical Principles in Science 3b. Valid Sources of Knowledge 3c. Identification of Variables 3d. Logic of Different Experimental Designs 4a. Analysis of Data 4b. Uses of Scientific Units and Instruments 4c. Safety Practices Conceptual Statements/Unit Foci The Science of Physics Physics is a basic science and deals with the fundamental aspects of energy and non-living matter. In order to build a knowledge base of physics, it is necessary to consider the scientific method as a means of problem solving and mathematics as the language of physics. Kinematics Kinematics is the process of describing the motion of objects in terms of position, velocity, acceleration and time using algebraic equations and graphs as well as words and visual images. Dynamics The past and future motion (position, velocity, time and acceleration) of an object can be predicted by applying the fundamental principles of Newtons Laws of Motion and the Conservation Laws of Energy and Momentum. 57 Supporting Ideas/Instructional Foci CS1 Technology is the application of our understanding and control of physical phenomena and results from the application of the systematic procedure of problem solving called the scientific method. The scientific method requires careful observations, the formation of the hypotheses and meticulous testing of the hypotheses. Physics is a quantitative science. The relationships between variables may be expressed as equations and graphs and often requires error analysis. The Systeme International (SI) units are used in expressing the relationships between variables. CS2 Speed is the total distance covered divided by the time taken. Velocity is speed that an object is moving together with the direction of movement. Acceleration is the rate at which velocity is changing. CS3 Weight is the local force of gravitys effect on a mass. Near the Earth, a falling object accelerates at 9.8 m/s 2 toward the Earth, unless air resistance is significant. The force due to gravity drops off as the inverse square of the distance of separation. Materials Test, either teacher-made or from your textbook publisher, on linear motion Educational Strategies/Instructional Procedures The students have been working for several days with the concepts of linear motion speed, velocity, acceleration, and free fall. Before beginning the test, a few minutes should be spent on a quick review of the chapter concepts to include a discussion of instantaneous speed and average speed. Mention that the automobile speedometer indicates the instantaneous speed while average speed would have to be computed by dividing the total distance traveled by the time elapsed. Allow 20-25 minutes for the review. A textbook test is generally adequate to test these concepts; however, some higher order thinking skill (HOTS) questions should be added to the test. Obviously, the teacher is encouraged to consider his/her own appropriate questions 58 Integration with Core Subject(s) LA: Understand explicit, factual information Understand the meaning of words in context Apply information presented in the text to a new or different situation MA: Perform arithmetic operations Choose and apply appropriate operational procedures Use variables and equations to solve problems Analyze and interpret data Apply measurement skills SS: Read and interpret maps, charts, and graphs Demonstrate time and chronology Connection(s) Enrichment: Have students develop a table or graph to describe concept relationships. Have students create an observation activity with natural phenomena. Have students apply knowledge gained to social issues or further scientific questions. Have students develop and test a prediction related to the unit. Have a student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method. Fine Arts: Have students create a collage or photographic study illustrating the topic. Physics is all around us: Create original drawings to illustrate examples of physics in everyday life each to be 5" x 8" or larger and in color. Examples may show: motion, force, energy, matter, heat, light, sound and electricity. Using indirect measurement techniques, draw objects to scale. Students may want to choreograph and videotape a dance performance illustrating a chain reaction or produce a video illustrating hang-time. Home: Have students create a collage or photographic study illustrating the topic. Have students revise and edit the project/paper by presenting it to the home audience. Have students discuss their goals and evaluate their progress with a family member. Have students interview a family member to discover what s/he knows about the topic that is being studied. Have the student discuss how s/he solved one problem that occurred away from school using the steps of the scientific method 59 Connection(s), continued Remediation: Have students write a story of this experience. Have students assemble questions for a Jeopardy-type review game or a vocabulary matching game like Memory. Have students write a letter to someone (real or imaginary) describing the topic that is being studied. Technology: All physics students are expected to have a scientific calculator for doing computations. Have students explore the following Internet address for more information about physics at http://www.cpsurf.com/mechanics. Optional use of graphing calculators should be encouraged as these exercises provide some excellent opportunities. Assessment The days activity is the Linear Motion test. Homework Provide a reading assignment on vectors for homework. Teacher Notes Most textbook publishers have tests available for this material. Note that the Blueprint provides a listing of all formulas that may be used on the CASE exams. Students should gain experience in working problems with these formulas. Also note that there are three State Goals that must be met: Inquiry, Content, and Science/Technology/Society. Try to construct test questions toward these goals. For additional ideas, the teacher should consult the Blueprint (Appendix A) and Program of Study (Appendix B).