Title III Technology Literacy Challenge Grant

Learning Unit

Overview | Content Knowledge | Essential Questions | Connection To Standards | Initiating Activity | Learning Experiences | Culminating Performance | Pre-Requisite Skills | Modifications | Schedule/Time Plan | Technology Use

 
LU Title: Energy Author: Pamela Blair Gore
Grade Level: 12 School : Thousand Islands High
Topic/Subject Area: Energy & Work/Physics Address: 8481 Co. Rt. 9, Clayton, NY 13624
Email: 1000islandsschool.org Phone/Fax: 315 686-5594

OVERVIEW

This unit was written to combine the Regents Physics syllabus, the NYS Standards, and the use of technology. The concepts of work and energy were introduced with a roller coaster video clip and the unit culminated with the students designing a working model of a roller coaster, using foam pipe insulation and marbles. Problem solving and interpreting graphs were emphasized.

Computer software and probes from Vernier Software were utilized. Specifically, the MPLI (Multi Purpose Lab Interface) systems with the Student Force Sensor and Motion Detector probes were used. The Calculator-Based Laboratory System (CBL) could also be used. All lab reports were done using Microsoft Word and Excel.

The textbook used was Physics: Principles & Problems, Merrill Publishing Company, but any high school physics text could easily be adapted.
 
 








CONTENT KNOWLEDGE


 
Declarative
Procedural
Know when work is done on or by a system, the total energy of the system is changed Solve problems using the following equations: W=FDs, P=W/t=FDs/t=Fv, PE=mgh, F=kx, PEs=1/2kx2, KE=1/2mv2, and W=DPE+DKE+Wf
Know energy is needed to do work  Use a force sensor, motion detector, and computer to collect force vs. displacement data for a spring and to plot a graph of force vs. displacement and calculate the spring constant. Calculate the potential energy stored in the spring by determining the area under the curve (prove Hooke’s Law)
Know definitions, symbols, and units for: work, energy, power, potential energy, gravitational PE, elastic PE, and kinetic energy Calculate the power output in watts of each student running up a flight of stairs
Identify cases when no work is done  
 Know the work done by a force in moving an object is equal to the sum of the change in potential energy, the change in kinetic energy, and the work done against friction  
Know in any transfer of energy among objects in a closed system, the total energy of the system remains constant  
Know if no non conservative forces are present in a system, the sum of the changes in potential energy and kinetic energy is equal to zero  
Know work done against friction in a mechanical system is converted to heat or internal energy  


 
 

ESSENTIAL QUESTIONS

  1. What design consideration questions do engineers and architects answer before they complete a roller coaster?
  2. Where does the energy to run a roller coaster come from? What is the most economical way to supply energy?
  3. What materials should be used to construct a roller coaster and why?

CONNECTIONS TO NYS LEARNING STANDARDS
List Standard # and Key Idea #: Write out related Performance Indicator(s) or Benchmark(s)

 MST Standard 1 – Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis

Key Idea #1 Abstraction and symbolic representation are used to communicate mathematically.

Performance Indicator

Use algebraic and geometric representations to describe and compare data. Key Idea #3 Critical thinking skills are used in the solution of mathematical problems.

Performance Indicator

Apply algebraic and geometric concepts and skills to the solution of problems. Engineering Design

Key Idea #1 Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.

Performance Indicator

Devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.

 

MST Standard 2 – Information Systems

Students will access, generate, process, and transfer information using appropriate techniques.

Key Idea#1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicator

Understand and use the more advanced features of word processing, spreadsheets, and database software.

Model solutions to a range of problems in mathematics, science, and technology using computer simulation software.

MST Standard 3 – Mathematics

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real world setting, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Key Idea #4 Modeling/Multiple Representation

Students use mathematical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

Performance Indicator

Represent problem situations symbolically by using algebraic expressions, sequences, tree diagrams, geometric figures, and graphs.

Model real world problems with systems of equations and inequalities. Key Idea #6 Uncertainty

Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.

Performance Indicator

Judge the reasonableness of a graph produced by a calculator or computer.

 

MST Standard 4 – Science

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea #4 Physical Setting

Energy exists in many forms, and when these forms change energy is conserved.

Performance Indicator

Describe the sources and identify the transformations of energy observed in everyday life.

Describe situations that support the principle of conservation of energy. Key Idea #5 Physical Setting

Energy and matter interact through forces that result in changes in motion.

Performance Indicator

Explain and predict different patterns of motion of objects (e.g. linear and angular motion, velocity, and acceleration, momentum and inertia).

ELA Standard 1

Students will read, write, listen, and speak for information and understanding.

Key Idea #2 Writing

Students will write at least 1000 words per month across all content areas and standards.

Performance Indicators

Write technical reports or instructional manuals.

Analyze and integrate data, facts, and ideas to communicate information.

Take notes and organize information from written and oral texts, such as lectures and interviews.

Use charts, graphs, and diagrams to support and illustrate informational text.

Use prewriting activities; for example, brainstorming, free writing, note taking, and outlining.

Write clear, concise sentences.

Observe rules of punctuation, capitalization, and spelling.

Use correct grammatical construction.

Use computer technology to create, manipulate, and edit text.
 
 
 
 

INITIATING ACTIVITY

 Show a video clip on Roller Coasters from "Energy" as a hook into the Energy Unit. Students in collaborative pairs will list-group-label vocabulary from the Energy Unit.  After a few minutes, the essential questions will be asked.  What design consideration questions do engineers and architects answer before they complete a roller coaster?  Where does the energy to run a roller coaster come from?  What is the most economical way to supply energy?  What materials should be used to construct a roller coaster and why? Students will work in collaborative pairs to answer the essential questions and then will share their answers with the class.

 
LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.
Explanation of strategies used in order of appearance can
be found at the end of this unit.

 
  1. Using Demonstration Lecture, students will record notes given in an outline format on the board on Work and Components of Work. A demonstration spring scale calibrated in newtons will be used to lift a kilogram mass.
  2. Students will solve mathematical problems dealing with work, force, and distance and the formula W=FDs, using the Think-aloud strategy with Graphic Representation and Modeling. In Pairs Check, students will complete the worksheet entitled Work with practice problems.
  3. Students in Numbered Heads will complete a Concept Attainment sheet on Work, illustrating examples when work is done and when work is not done.
  4. Using the Reciprocal Teaching technique, students will read p164-169 on Power. Students will solve mathematical problems dealing with power, work, time, force, and velocity and the equations; P=W/t=Fs/t=Fv, using the Think-aloud strategy illustrating important variations. In Pairs Check, students will complete practice power problems #5-7 on page 175.
  5. Students will use a bathroom scale, which reads in kilograms, stopwatches, meter sticks, and a flight of stairs to calculate the power of each student running up a flight of stairs. Students will compare their individual power with that of the rest of the students. Students will convert their power outputs into horsepower units. Students will prepare a written formal lab report using Microsoft Word.
  6. Using Lecture and the 3-Minute Pause strategy, students will record notes on Energy, Potential Energy, and Gravitational Potential Energy. Students will solve mathematical problems dealing with potential energy, mass acceleration due to gravity, and height, and the formula DPE = mgh, using the Think-aloud strategy with Graphic Representations and pointing out common errors. In Pairs Check, students will complete practice problems from the worksheet, Potential Energy. Using the Envelope, Please strategy, students will review at the end of the period.
  7. Using Demonstration Lecture, students will record data collected when a spring is elongated under an increasing load. Working in pairs, students will plot a graph of force vs. displacement for the data collected. Students will determine the slope of the graph (spring constant) and determine the area under the curve (Potential Energy of the spring). In Pairs Check, students will solve mathematical problems dealing with force, spring constant, elongation, and potential energy, and the formulas F=kx and PEs=1/2kx2. Students will complete practice problems from the worksheet, Elastic Potential Energy.
  8. Students will use deductive reasoning to prove Hooke’s Law using the MPLI interface with an IBM compatible computer, Vernier software, student force sensor, motion detector, 3 spring scales, and a set of slotted weights. They will plot force vs. displacement, calculate the spring constant, and determine the potential energy stored in their spring. Students will prepare a written formal lab report using Microsoft Word and Excel.
  9. Using the Reciprocal Teaching technique, students will read p178-190 on Kinetic Energy and the Work-Energy Relationship. Using Pairs Check, students will complete practice Kinetic Energy and Work-Energy problems #1, 2, 7 on page 192.
  10. Students will complete a central idea Graphic Organizer for Energy.
  11. For definitions and units that must be memorized, working as Numbered Heads, students will create devices for each other.
  12. Using Demonstration Lecture and 3-Minute Pause, students will record notes given in outline format on the board. A pendulum and toy car on a ramp will be used to illustrate the Conservation of Energy. The "Hammer and Nail" demo will be used to illustrate work done against friction being converted into heat or internal energy. Students in Pairs Check will complete practice work and friction problems #9, 13, 15 on page 192.
  13. While watching the videotape, "Energy", students will use Graphic Note taking to organize information on energy presented. Students in Pairs Check will complete practice problems on the worksheet entitled Kinetic and Potential Energy Review.
  14. Using Numbered Heads, students will review the relationships between work, potential and kinetic energy, and work done against friction.
  15. Given a set of problems involving all the equations for this unit and solutions that contain errors, students will work in pairs to find the errors.

 
 

CULMINATING PERFORMANCE
Include rubric(s)

 Based on what the students have learned, the students will design a working model of a roller coaster, using foam pipe insulation and marbles. The roller coaster must be as exciting as possible, i.e. containing turns, loop to loop, cork screws, and/or drops. Students will use the Problem Solving Process and MPLI interface, an IBM compatible computer, Vernier software, and a motion detector to collect velocities at key locations. Potential energy and kinetic energy will be calculated at each key location. The energy lost to friction will also be determined at these positions. Students will be evaluated using the following rubric.
 

Elements Roller Coaster Lab Report
Weights 40% 60%
4 Roller coaster works. Has at least 5 turns, loops, or drops. See attached Lab Report Student Grading Rubric:
Data, Calculations,    Conclusion, Lab Report
3 Roller coaster works. Has 4 or 3 turns, loops, or drops.
2 Roller coaster works. Has 2 or less turns, loops, or drops.
1 Roller coaster does not work.

 
 
 
 
 
 
 
 
Lab Report Rubric 4 3 2 1
PROCEDURE You summarized procedure completely, and in sequence. You explained why procedure or apparatus were used. Diagram shows extensive detail and is neat and accurate. You summarized procedure accurately and in sequence. Diagram is neatly done and accurate. Your procedure is incomplete or leaves out important details. Diagram is included. Your procedure contains too many errors to follow the experiment.
DATA You organized data in a chart or table. Data is accurate, shows units and correct sig. Figs. Collected more than enough data to solve problem. You organized data in a chart or table. Data is accurate, may be missing units or incorrect sig. Figs. Collected just enough data to solve problem. Data is not well organized, or data represents experiment but is not accurate or data is not sufficient to solve problem. Data does not represent experiment. Data collected will not solve the problem.
CALCULATION

(GRAPH)

 You included all calculations. You showed the equation, substitution and answer with units. All calc’s are done correctly. Graphs meet all criteria for graphing. You included all calc’s. You showed the equation, subst, and answer with units. You made a math error or did not include units. Graphs meet all but 1 or 2 criteria for graphing. You did not include all calc’s needed to solve, or you substituted incorrectly or did not show work. Graphs may not meet all criteria. You attempted but used incorrect equations or method to solve, did not include a graph where required.
CONCLUSION You stated the results in terms of the purpose; conclusions are valid and complete. You discussed the lab thoroughly and thoughtfully. You explained the effects of experimental error. You stated the results in terms of the purpose. Your conclusions are valid. Your conclusions are not valid based on your experiment results or your conclusion is incomplete. Your conclusion are incorrect based on the experiment.
LAB REPORT Overall report is exceptionally done, report is neat, well written accompanying problems/quest are well done, report is handed in on time. Report is neat, legible, written in complete sentences; report is handed in on time. Report is not done neatly, or not well organized. Report is not handed in on time.
 
 
 
 

* East Irondequiot Central School District, Curriculum & Staff Development Office, 600 Pardee Road, Rochester, NY 14609

 
 
 
 
 

PRE-REQUISITE SKILLS



Students will need knowledge of distance, displacement, speed, velocity, acceleration, mass, time and force. Students will need to be able solve simple algebraic equations and construct graphs.
 
 

MODIFICATIONS

  1. Instructional Modifications


Allowing students to work in pairs and in groups of three or four should accommodate students will disabilities.

Both the Force Sensor and the Motion Detector are attached to the interface with cords, which should be able to reach wheel chair level if necessary.

UNIT SCHEDULE/TIME PLAN

 Each learning experience is planned for a 36 minute class period. One to two (36 minute) lab periods have been allotted for experiences involving the interface and probes, depending on the number of student groups to collect data and generate graphs. An additional one to two (36 minute) lab periods allotted to use Microsoft word and excel to generate lab reports. The whole unit should take about two weeks.
 
 


TECHNOLOGY USE

  1. MPLI interface with IBM compatible computer, Student Force Sensor, Motion Detector, and Vernier Software.
  2. Microsoft Word and Excel.


Strategies Used In Order of Appearance

1. Collaborative pairs               2 students working together

2. List-group-label                   "Link' prior knowledge, 15-30 words/concepts of the topic, group words, label each cluster

3. Demonstration lecture          During lecture, stop and demonstrate a laboratory type application to illustrate selected
                                               principles

4. Think-aloud                         Teacher verbalizing thoughts as the process is demonstrated

5. Graphic Representation        Arrange key pieces of info in a way that makes sense and express visually relationships
                                                between key pieces of info.

6. Modeling                              Present students with a set of written steps to follow through a process and illustrate
                                                by doing.

7. Pairs Check                         Partners both do 1st two problems, etc.  Partners must agree on answers before proceeding
                                                to next two problems, etc.

8. Numbered Heads                Teacher announces task and time limit.  #1 does listing info; #2 does writing

9. Concept Attainment             Students figure out a concept rather than listening to a given explanation.
                                               steps: (1) Present examples and non examples, students try to figure out defining attributes
                                                         (2) Present more examples and non examples, so students test their hypothesis
                                                         (3) Students identify examples and non examples
                                                         (4) Students develop description of the concept

10. Reciprocal Teaching          Students teach new materials to one another.
                                               Steps: (1) Summarizing
                                                         (2) Questioning
                                                         (3) Clarifying
                                                         (4) Predicting

11. 3-Minute Pause                 Every 8-12 minutes students:
                                               (1) summarize what they have learned thus far
                                               (2) identify interesting aspects
                                               (3) identify confusions that need to be cleared up

12. Envelope, Please               As students come into class, each one receives an envelope containing a question pertaining
                                               to the lesson of the day.  At the end of the period, each student will be responsible for orally
                                               answering the question as part of the whole class review.

13. Graphic Organizer             A graphic representing the key idea and key phrases representing the definition

14. Graphic Note taking           Students take notes in whatever fashion they wish.  Periodically, they stop and make a
                                               graphic representation.  At the end, students record a summary statement.

15. Problem Solving Process   To reach a goal that is blocked by some obstacle or limiting condition.