LU Title: Work-Power-Energy

Author(s): Patricia Rich

Grade Level: 11-12

School Address: New Hartford Central

33 Oxford Rd., New Hartford, NY 13413

Subject Area: Physics

School Phone/Fax: 7389221

Declarative

Procedural

• Generalizes that work is done when a force is applied and the object moves.

• Define a problem that can be investigated, predict the results, and carry out a scientific investigation.

• Distinguishes between kinetic and potential energy.

• Make quantitative observations by comparing to a conventional standard.

• Associates energy with work.

• Collects data (information) about objects and events, which illustrates specific situation.

• Can apply quantitative requirements to related equations.

• Displays information by means of a graph and/or data table.

• Applies the Law of conservation of energy to various situations.

• Formulates generalizations or conclusions from an investigation.

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

Benchmarks: Energy and matter interact through forces that result in changes in motion

Standard: Students will understand and apply scientific concepts, principle, and theories pertaining to the physical setting.

Standard: Students will understand and apply scientific concepts, principle, and theories pertaining to the physical setting.

Benchmarks: Students will design an experiment to study a problem and communicate the outcome

Benchmarks: Students will use computer-aided software to model realistic solution and use software to analysis and collect data

What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

• Generalizes that work is done when a force is applied and the object moves.
• Can apply quantitative requirements to related equations

• Lecture/demonstrations (structured not taking).

• Problems from text and worksheet on work and power problems.

• Graphic organizer for note taking.

• Guided practice/pairs-check

• Students will fill in organizer to identify the characteristics of work and power and simple machines.

• With the aid of the teacher, students will practice work-power problems. After practice with the teacher students will do a pairs check worksheet.

• Distinguishes between kinetic and potential energy.
• Applies the Law of conservation of energy to various situations.
• Associates energy with work.
• Can apply quantitative requirements to related equations

• Lecture/demonstration
• Film

• Computer Simulation

• Problems from text and worksheet on energy problems.
• Lab activity on energy conservation.

• Graphic organizer for note taking.

• Think-pair-share

• Guided practice/pairs-check

Think-aloud (graphic organizer)

Steps needed in performing an experiment.

• Students will view short film. Students will participate in demonstrations on types of energy.
• Class discussion to complete graphic organizer.
• Students will work in pairs on computer simulation on transfer of Potential to Kinetic energy of an object being thrown vertically on the earth.

• With the aid of the teacher, students will practice energy problems. After practice with the teacher students will do a pairs check worksheet.
• Students will discuss aloud the steps needed to carry out the experiment

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

• Define a problem that can be investigated, predict the results, and carry out a scientific investigation.
• Make quantitative observations by comparing to a conventional standard.
• Collects data (information) about objects and events, which illustrate specific situation.
• Displays information by means of a graph and/or data table.
• Formulates generalizations or conclusions from an investigation.

• Think-aloud (V-diagram)
• Steps in performing an experiment
• Following Lab activities

1. Work-efficiency of pulley system.
2. Hang Time
3. Force used to pop a Hopper-Popper

• Students in pairs will conduct lab experiments in which they will
• Make predictions
• Collect data or make observations
• Analyze data by means of a spreadsheet or graph
• Probes will be used to collect data
• Draw a conclusion about the information gathered.
• Students will be given the data table for the hang time lab. Working backwards the students with the aid of the teacher and class discussion students will write an introduction (thesis proof essay) for hang time.

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

• Applies the Law of conservation of energy to various situations

• Can apply quantitative requirements related equations.

Comparing

Classifying

x Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

x Constructing Support

Abstracting

Other:

Students will complete a V- diagram (KWL) and write a conclusion to labs performed.

Students using a round table discussion will design an experiment to find the force needed to pop a hopper-popper. Students will then be required to write a lab report. The report should include the physics principles behind their design.

Students are asked to apply quantitative requirements to related equations for every unit in physics. Students answer given problem(s) (mathematical) in their physics journal. The journal is used throughout the year.

Students will be given a statement about work-power-energy and then will be asked to support a yes no answer to the statement.