Date: 1/15/2013 and 1/16/2013
Class: Physical Science
Periods: B2,3 and W1,3,4
Outcomes: Students will gain experience using electronic science probes. Using acceleration of an object, students will calculate the force being exerted on an object.
Standards: UCP.1-3,5; A.1,2; B.2,4
Student Needs:
Assessment Plan: Students will complete a lab report and answer the question: which is an easier way to change force, changing mass or changing acceleration?
Lesson Outline: What is velocity and acceleration? > An object moves 50m to the left in 4s, what is the velocity of the object? If it took the object 8s to go from rest to that velocity, what is its acceleration? > LAB DAY! > We can use electronic probes to measure acceleration and force, and we will compare both tools > What is force? > Assign students into groups > Give directions for lab > Model lab setup > Students do lab > Go over calculations f=ma and lab report format > Ask students what they thought had a bigger impact on changing force, changing mass or changing acceleration>
Review: What is velocity and acceleration? > An object moves 50m to the left in 4s, what is the velocity of the object? If it took the object 8s to go from rest to that velocity, what is its acceleration?
Anticipatory Set/Opening: LAB DAY! > We can use electronic probes to measure acceleration and force, and we will compare both tools > What is force?
Key Points: F=ma; accelerometers measure acceleration and force gauges measure force
Teaching Input: Assign students into groups > Give directions for lab > Go over calculations f=ma and lab report format
Modeling: Model lab setup and sample calculations
Checking for Understanding: Have students repeat directions
Guided Practice/Monitoring: Students will do the lab
Closure: Ask students what they thought had a bigger impact on changing force, changing mass or changing acceleration
Independent Practice: Read Ch. 3 Sec. 3 pgs 83-88
Reflection:
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