UNIT OVERVIEW
· Demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.
· Assess the social and environmental impact of the technologies based on above topic.
· Understanding Hook’s law through laboratory inquiry.
· This Unit was planned using the 4MAT method to appeal to multiple intelligences and to differentiate instruction.
· The resource used is a textbook: Physics 12 , Nelson Unit:2.
Lesson (Title and topic) / Expectation Codes / Lesson Strategy and Assessment / Evaluation including criteria addressed from Achievement ChartLesson #1
Title: Introduction to work and energy.
Topic: Analyze and explain situations involving work and energy.
(60 min) / C2.1, C2.2, A1.8,A1.9, A1.10, A1.3, A1.7 / -Mental Set - Brainstorm different meanings and examples of energy and work and help students identify what energy means to them. (15 min)T-P-S or PlaceMat (group of 4)
-Practice and Application - Have students study and categorize the different examples of energy and work they have found. (energy in motion and energy at rest should be 2 of these groups) (30 min)
Venn Diagram
Have student split into groups and give them a category to study for the next day. / The Venn diagram students produce will be evaluated for it's knowledge, application and communication.
Lesson #2
Title: Category analysis and presentation.
Topic: Define and
describe concepts
and units related
to energy
(60 min) / C2.1, C2.2, A1.8,A1.9, A1.10, A1.3, A1.7, A1.11, A1.12 / -Jigsaw-Give each group time to set up a discuss and set up a 2-3 minutes presentation involving their category then reassemble the groups so a student from each speciality can give a presentation to that group. The presentation will be based on whether the student can identify the unique characteristics of that group, give several very different examples of that group and whether the students can communicate that information effectively. / Students will do a peer and self evaluation of the presentation for all 4 of achievement criteria.
Lesson #3
Title: Kinetic Energy and the Work-Energy Theorem, Gravitational Potential Energy at Earth’s Surface
Topic: Define and
describe concepts
and units related to
Gravitational
potential energy
and relate it to its
practical
applications (60 min) / C2.1, C2.2, C3.4
A1.8,A1.9, A1.10, A1.3, A1.7, A1.11, A1.12 / -Introduce students to definitions and equation of potential and kinetic energy then introduce the concept of work and energy and the work-energy theorem.
section 4.2,understanding concepts,Q1to 5 section
4.1 questions /formative assessment on
understanding
Lecture, problem solving, sec:4.3 Q1-5 page# 191 / Homework will be assigned to measure all 4 of achievement criteria.
Lesson #4
Title: The Law of Conservation of Energy
Topic: Understand
isolated system,
closed and open
system, analyze
situations
involving
mechanical and
thermal energies
and the law of
conservation of
energy (60 min) / C2.1, C3.4, C2.2 / Lecture, Discussion on Table2 common forms of
Energy page #198,sec:4.4/ formative assessment / Homework will be assigned to measure all 4 of achievement criteria.
Lesson #5
Title: Hooke's law and Simple Harmonic Motion
Topic: State and apply
Hook’s law.
Understanding
SHM and learn
its Period and
frequency (60 min) / C3.1,C3.2, C3.4
C2.7
. / Complete the following 2 gizmo experiments and
their worksheets:
Hooke's law
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=428
SHM
http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=44 / Students will do 2 gizmo sheets that will be marked based on the 4 achievement criteria.
Lesson #6
Title: Review of Hooke's law and Simple Harmonic Motion.
Introduction to Elastic Potential Energy and Damped Harmonic Motion
Topic: Applying
understanding of
Elastic Potential
Energy to physical
situations
Understand energy
transformations in
an ideal Spring
undergoing SHM (60 min) / C3.1,C3.2, C3.4 / Lecture/powerpoint
sec4.5,
Q 1-5 page # 206,207 / Homework will be assigned to measure all 4 of achievement criteria.
Lesson #7
Title: Co-constructing criteria
Topic: (60 min) / C2.1, C2.2, C3.4 / - Students a problem solving equation dealing with work or energy and solve each individually. They will then gather there answers together and try to assign a mark and giving the reasons for this mark.
- The teacher and students will then engage in co-constructing a solution criteria of the various problem solving problems.
Example:
Given :Stated useful given information (1 mark)
Unknown: Stated unknown value (1 mark)
Equations: Used useful equations (2 marks)
Substitution: Worked through the equations correctly (3 marks)
Solution: correct solution given (1 mark)
4.5 from page 207-211 Q8-14 / Students will be measure on there thinking and inquiry skills when developing the criteria. The students knowledge, application and thinking can be examined while questions are being solved.
Lesson #8-10
Title: Exploring the Energy Crisis and Energy Crisis solution
Topic: (120 min) / C1.2, C2.1,C2.3 / Have students group together in specialist group to examine different sides of the energy crisis and have them do a presentation to the class.
This presentation should not only look at environmental issues but social and cultural as well. Have the students explore the answers their side give to the energy crisis.
Marks will be determined by how well students gave their arguments, how convincing their arguments were and whether students fully explored the social and cultural implications. / The teacher will do an evaluation on of the presentation based on all 4 criteria. Students will do a peer and self evaluation of the their own presentation for all 4 of achievement criteria.
Lesson #11
Title: Introduction to Collisions and Momentum.
Topic: Define and
describe the
concepts and units
related to
momentum,
impulse, elastic
and inelastic
collisions (60 min) / C2.1,C2.2,C3.3,C3.4 / Have a video or series of videos presenting the effect of collision.
Example: http://www.cduniverse.com/productinfo.asp?pid=7754983
or
http://www.wfu.edu/physics/demolabs/demos/avimov/bychptr/chptr3_energy.htm
Discussion on examples from real life as
bobsleigh race sec:5.1/understanding concepts,
inquiry / Have students do w rite up of the video showing both knowledge and application.
Lesson # 12-13
Title: Safety Devices and Analysis
Topic: Identify and
analyze social
issues that relate
to the
development of
vehicles (120 min) / C2.1,C2.2, C2.5,
C2.6,C3.3,C3.4 / Split the class into groups have the students research devices which can lessen the severity of impact and safety equipment provided in case of impact. / Students will provide a write up listing the 2 best safety devices and 2 worst safety devices explaining how they work. This will measure the student knowledge, application and communication.
Lesson # 14
Title:Conservation of
Momentum in One
Dimension
Topic: Analyze linear
momentum of a
collection of
objects, and apply
the law of
conservation of
linear momentum (60 min) / C3.3.C3.4,C2.5,C2.2 / Analyze with the aid of Vector
Diagrams, sec: 5.2,sample
problem 2 page 242/probing,
diagnostic assessment / Homework will be
assigned to measure
all 4 of achievement
criteria.
Lesson # 15
Title: Elastic and
Inelastic Collisions
Topic: Distinguish
between elastic
and inelastic
collisions.
Solve collision
problems (60 min) / C3.3.C3.4,C2.5 / Lecture, Problem solving,
sec 5.3 ,Q8-12 on page# 251 /
Response journal,
understanding / Homework will be
assigned to measure
all 4 of achievement
criteria.
Lesson # 16
Title: Conservation
of Momentum in two Dimensions
Topic: Analyze and
describe practical applications of
momentum
conservation,
applying the law
of conservation of
momentum. (60 min) / C3.3.C3.4,C2.5,C2.2 / Lecture, Problem solving sec 5.4
Q 1-5 page# 257/ Response
journal,/understanding / Homework will be
assigned to measure
all 4 of achievement
criteria.
Lesson #17-20
Title: Egg Experiment
Topic: (240 min) / C2.1,C2.2,C2.6,
C2.7,C3.4 / Provide an experiment in which students will design and create a piece of equipment that can protect an egg from different types of collisions.
Students should then do a write up explaining their device, possible improvements and whether the concepts used in the device would be appropriate in real life.
An example of such a report can be found at:
http://www.edu.gov.on.ca/eng/curriculum/secondary/science12ex/phyteacher.pdf
However, in this report the tennis ball launcher would be replaced with the egg protector. There would be no section D or G. Also section E would focus on how the design works to protect the egg. / The teacher will do an evaluation on the Report based on all 4 criteria.
Unit Accommodations/Modifications for ELL or IEP students:
· The teacher can pair students who are ESL or have other learning disabilities or physical disabilities with students who are finding success in the course.
· The teacher circulates through the room to ensure that each pairs/groups of students is showing understanding of the task and concepts involved.
· The teacher provides computers to students to type their reports, research papers, journals. The teacher conducts interviews/conference to assess the student learning and understanding of the concepts.
· The worksheets or activities may have to be modified for some students.
· The teacher pre-assess students one or two weeks before the beginning of the unit using different activities or tests.
· The teacher should use the observations from the activities as a form of individual pre-assessment.
· The teacher should provide a journal of common terms to students who need the support.
Culminating Task and Assessment Tools
Student Handout: Summative Activity on Energy And Momentum
Given Time: 2 Weeks
What’s important in this lesson:
· Work carefully through the questions in this culminating activity.
· These questions have been designed to see what knowledge you have gained about the topics that you covered in this unit.
· You will be given one work period to get the observation from the sonic motion detector.
· You have two weeks to work on it.
Complete the following steps:
1. Read through the lessons on your own.
2. Complete all questions provided.
3. If you have any questions, ask your teacher.
4. Check your answers with the teacher.
Hand in the following:
1. Hand in this Summative activity.
Purpose: To determine whether on not momentum and kinetic energy are conserved during a linear (one-dimensional) collision.
Hypothesis: (Write your own here AFTER reading the procedure.( 2 marks)
Materials: Two dynamics carts, sonic motion detector, paper and sticky tape (for making crash bumper), several 100 g masses
Procedure: Follow the instructions at p. 321-323 and p. 361 of the book“Fundamentals of Physics: A Senior Course”, ( Copies of the book are in the school Library)
•Substitute crumpled paper and sticky tape for the hatpin and cork and the sonic motion detector for the ticker timer.
•In order to find the necessary velocities, plot a position-time graph and calculate slopes.
Attach your graph to this report before handing it in.
Momentum
Data/Analysis:
Table 1: Data for position-time graph.( 3 marks)
1.Mass of launched cart (total) = ______Mass of target cart (total) = ______
Time ( ) / Position( ) / Time ( ) / Position( )2. Slope calculation for velocity before collision (3marks):
3. Slope calculation for velocity after collision (3 marks):
4. Table 2: Summary of data (3marks)
Cart 1 / Cart 2 / Total Momentumm1 / v1 / v1' / p1 / p1' / m2 / v2 / v2' / p2 / p2' / pT / pT'
5.Full calculation of momentum for launched cart before collision (3marks):
6.Full calculation of total momentum after collision (3marks):
Discussion:
1.How does the initial momentum of the system compare to the final momentum? (1mark)
2.Calculate the percentage difference in the momentum before and after the collision.
(3 marks)
Kinetic Energy
Data/Analysis
1.Calculation of total kinetic energy before the collision (3 marks)
2.Calculation of total kinetic energy after the collision (3 marks)
3.Express the total kinetic energy after the collision as a percentage of the total before the collision. (3 marks)
4.What does the value calculated in step 3 above represent? Based on this result, would you describe the collision as elastic or inelastic? (2 marks)
5.In a collision such as this one, account for any energy that might be lost (even if none was lost in your case). (2 marks)
Conclusion: (2 marks)
Making Connections (STSE):
1.When investigating the scene of an automobile accident, would it make more sense for forensic scientists to use momentum or kinetic energy? Explain. (2 marks)
2.Elastic collisions on Earth are rare, but one common collision that is nearly elastic is that between billiard balls. Use vector diagrams and Pythagorean theorem to prove that when two billiard balls engage in a two-dimensional collision they move off at right angles to each other. (4 marks)
( Attach an extra sheet to this report if necessary.)
· Assessment Tools:
Rubric for:
1. Knowledge/ Understanding
2. Communication
3. Application
4. Connections
Rubric for assessing the QuestionsCriteria / Quality
Knowledge/Understanding / Shows exceptional
understanding of the concept. No mistakes in interpretation / Shows some
understanding of the concept
Minor mistakes in
interpretation. / Shows little or
no understanding of the concept. Just mentions
concepts, but doesn’t
explain them.
Communication / Content were clear and written with no errors / Content were some what clear and written with some errors / Content was not clear. Lots of errors were made.
Application / The specific
application of
concept is
appropriate and
complete. / Parts of the specific
application of
concept are missing
and/or contain
errors. / Most of the specific
application of
concept is missing
and/or contains
errors.
Connection / makes appropriate connections between the reasoning and concept / makes unclear or inappropriate connections the reasoning and concept / makes no connections the reasoning and concept
Unit Test
Unit: Energy And Conservation
(SPH4U)
Marks: A) Knowledge/Understanding (12 marks)
B) Thinking/ Inquiry (24 marks)
C) Application (6 marks)
D) Communication is marked within each question.
Formula Sheet:
1.
2.
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4.