2/28/13 and 3/1/13

Date: 2/28/2013 and 3/1/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Compare Thermal Energy with Kinetic and Potential Energy

Standards: UCP.1-3,5; A.1-2; B.1; G.2-3

Student Needs: 

Assessment Plan: 6.1 Section Review Questions 1-7 on pg. 163

Lesson Outline: What is a force? What is energy? What is friction? What are the 3 parts of the Kinetic Theory? > Grade tests > Ask students if they have any questions over Ch. 4 or 5 > Ask students: why do different materials have different Specific Heats? > Ask them about the section they read > Notes > Assign homework pg. 163 (1-7) > Give students time to work > Ticket-to-leave: Compare Thermal Energy with Kinetic and Potential Energy

Review: What is a force? What is energy? What is friction? What are the 3 parts of the Kinetic Theory?

Anticipatory Set/Opening: Why do we use styrofoam to keep beverages cold?

Key Points: Thermal Energy is the energy atoms have based on their movement

Teaching Input: giving directions, asking questions, leading discussion, answering questions on test

Modeling: diagrams on board

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Section discussion

Closure: Ticket-to-leave: Compare Thermal Energy with Kinetic and Potential Energy

Independent Practice: 6.1 Review pg 163 (1-17)

Reflection:

2/22/13 and 2/25/13

Date: 2/22/13 and 2/25/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to use formulas for Work, Power, Mechanical Advantage and Ideal Mechanical Advantage for various machines.

Standards: 

Student Needs: 

Assessment Plan: Worksheet of practice problems

Lesson Outline: Kinetic Energy and GPE problems > Finish Notes > Close Lab by calculating IMA > Practice problems using Work, Power, MA and IMA equations > Assign Practice Problems for homework

Review: Kinetic Energy (35kg mass moves 134m in 12s) and GPE (8kg mass 95m height) problems

Anticipatory Set/Opening: Work, Power and MA isn’t all that useful in our day-to-day lives. A lot of it is common sense. But to an engineer or inventor, these concepts are crucial for designing new devices, planning construction sites, etc.

Key Points: 

Teaching Input: Discussing lecture slides, giving practice problems, leading lab discussion

Modeling: Practice Problems on board, modeling input forces on the board

Checking for Understanding: Have students discuss their results, repeat directions

Guided Practice/Monitoring: Practice Problems

Closure: Ask students how much force would have been required to lift the mass using 8 pulleys

Independent Practice: Work and Power Practice Problems

Reflection:

2/20/13 and 2/21/13

Date: 2/20/2013 and 2/21/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Calculate the IMA’s of levers, pulleys and ramps. Describe how machines change the force and distance of the work put into them.

Standards: UCP.1-3,5; A.1,2; B.1,4,6

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: What is Energy? What is Work? How do Wedges change force? > How many of you have used a pulley system? Did it make your work easier? > Read directions for lab >  Give students time to complete lab, may need help with pulley setup > What could have been done to decrease the input force for the highest ramp? > Begin Ch. 5 notes > Assign homework

Review: What is Energy? What is Work? How do Wedges change force?

Anticipatory Set/Opening: Lab Day. How many of you have used a pulley system?

Key Points: 

Teaching Input: Asking questions, giving directions for lab and lab report

Modeling: Pulley and Ramp setup, data table setup

Checking for Understanding: Have students repeat directions, discussion at the end.

Guided Practice/Monitoring: Lab

Closure: What could have been done to decrease the input force for the highest ramp?

Independent Practice: Write 15 questions you think could be on the test. Write the answers on a different page.

Reflection:

2/13/13 and 2/19/13

Date: 2/13/13 and 2/19/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Describe how machines make Work easier and the purpose of each of the 6 simple machines.

Standards: UCP.1-3,5; A.1-2; B.1, 4, 6

Student Needs: 

Assessment Plan: Groups present their machine type

Lesson Outline: Collect answers to last class’s question > Velocity problem and KE problem > Tell me about 5.2 > Why do screwdrivers have handles? > Put students into 6 groups > Give each student a machine type > Tell them to read about their machine > When everyone is done reading, tell them they are going to teach their classmates about their machine > They will need what is their machine, a simple diagram of it, parts of their machine, equations involved with it, what is the machine used for and non-book examples > Start notes > Assign Ch. 5 Review pg. 152 (1-17)

Review: Make up a velocity practice problem and a kinetic energy practice problem

Anticipatory Set/Opening: Ask students about 5.2, and what purpose does the handle of a screwdriver serve?

Key Points: 6 types of simple machines: lever, pulley, wheel and axle, inclined plane, wedge and screw

Teaching Input: Asking questions, putting students into groups, giving directions

Modeling: Show screwdriver, different levers

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: making presentations

Closure: Go back to why do screwdrivers have handles?

Independent Practice: Ch. 5 Review pg. 152 (1-17)

Reflection:

2/8/13 and 2/12/13

Date: 2/8/2013 and 2/11/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to define work and power in scientific terms and identify in which situations work is being done.

Standards: UCP.1-3,5; A.1,2; B.1,4,6

Student Needs: Reading help

Assessment Plan: Text-Dependent Questions

Lesson Outline: What is Energy? What is Kinetic Energy? What is Gravitational Potential Energy? Kinetic Energy practice problem > SixtySymbols Work video > Marking the Text and Text-Dependent Questions > Discussion > How does a ramp make work easier? > Read 5.2 pgs 132-137 How do simple machines make doing work easier in scientific terms?

Review: What is Energy? What is Kinetic Energy? What is Gravitational Potential Energy? Kinetic Energy practice problem

Anticipatory Set/Opening: SixtySymbols Work video

Key Points: Work is how much force is applied over a certain distance. Work must be in the same direction as force. Work and Energy are the same thing. Power is how much work is done in a certain amount of time.

Teaching Input: Giving directions, asking questions.

Modeling: Mark the first page of the text as a class.

Checking for Understanding: Have students repeat directions.

Guided Practice/Monitoring: Marking the Text and Text-Dependent Questions

Closure: How does a ramp make work easier?

Independent Practice: Read 5.2 pgs 132-137 How do simple machines make doing work easier in scientific terms?

Reflection:

2/6/13 and 2/7/13

Date: 2/6/2013 and 2/7/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will calculate GPE and KE of falling objects and diagram changes in GPE and KE of a pendulum.

Standards: UCP.2,3,5; A.1,2; B.2,4; G.3

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Ask students What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy? > Notes over Ch. 4 > Lab Activity (falling and pendulum) > Finish Ch. 4 Review

Review: Ask students What is Energy? What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy?

Anticipatory Set/Opening: Pendulum in the middle of the room

Key Points: As things fall, their GPE is transformed into KE, pendulums and swings involve several changes in energy

Teaching Input: asking review questions, giving directions for lab: measure a certain height and mark it on the wall (aim for between 2m and 3m) > time how long it takes for the object to fall that distance > calculate the GPE of the object using mgh and then KE using the average speed as it fell so d/t to get v then 0/5mv^2 > demonstrate pendulum

Modeling: Demonstrate setup, calculations and pendulum

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Lab activity and practice problems

Closure: Discuss why pendulums stop and why their GPE’s and KE’s might not match

Independent Practice: Partner up on Ch. 4 Review

Reflection:

2/4/13 and 2/5/13

Date: 2/4/2013 and 2/5/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to describe the different forms of Potential Energy and describe the Law of Conservation of Energy in a swing and the human body.

Standards: UCP.2,3,5; A.1,2; B.2,4,5; G.3

Student Needs: 

Assessment Plan: Text-dependent questions

Lesson Outline: How are momentum and inertia related? > Acceleration problem > What are the 4 parts of an experiment? > What is Energy? > Think-Pair-Share: What are the different forms of Potential Energy? How would you explain Kinetic Energy? What is the relationship between Kinetic Energy and momentum? > Text-dependent questions over 4.2 > Ticket to leave: Can there ever be a perfect machine?

Review: Ask students: How are momentum and inertia related? > Acceleration problem > What are the 4 parts of an experiment? Think about this for a minute: What is Energy?

Anticipatory Set/Opening: “Think about this for a minute: What is Energy?” Then discuss

Key Points: Kinetic Energy is the Energy of moving objects; Potential Energy is stored energy; energy can be transferred or transformed

Teaching Input: Ask questions for Review, Anticipatory set

Modeling: Model Think-Pair Share with a student, diagrams on board, text-dependent question answers on board

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Think-pair share and text dependent questions.

Closure: Ticket to leave= can there ever be a perfect machine?

Independent Practice: Ch. 4 Review pg. 120 (1-12)

Reflection: