Physical Science 2012 – 2013

Lesson Plans

Teacher: Kim Dinh & Ben Lidgus

Date: 9/21/12 M T W Th F Duration: □ 50 min. □ 100 min. □ ____ min.
Unit: Energy
Lesson Topic: Elastic Energy Lab - Springs
Essential Question: Is there a way to measure the amount of energy in a spring?
Learning Target:
Students will …
  • derive Hooke's Law
  • understand that the spring constant is the slope of a Force x displacement graph
  • understand that energy (in joules) is the area under the curve

Prior knowledge and connection:
  • energy is an invisible quantity ($ analogy)
  • energy changes form, can transfer, and be stored
  • connection: energy is quantifiably conserved

Language Learning Target:
  • Energy Units (Joules)

Entry Task:
Set up spring on a ring stand. Attach a mass.
What do you observe? Share out.
Add another mass. What do you think has changed in the system?
Plan:
Day 1
Modeling Prelab
In notebooks, have students brainstorm:
  1. What do you observe?
  2. What can you measure? Using what tool?
  3. What relationships can we see?
  4. What questions can we study? Move them towards “What happens to the stretch in the spring when the mass/force increases?”
In small groups (2-3 students per group is ideal) Write a procedure to answer the question. For the procedure sign off, follow these guidelines:
Manipulate the force
◦Students may convert grams to Newtonsor measure with a spring scale
◦Teacher can provide the Newtons for each mass (save time & make accessible)
◦don't go over 1000g
Diagram or demonstrate how you will measure stretch/displacement to teacher
Construct a data table
Give graph template to students: Force (y-axis) x Displacement (x-axis)
Day 2 (block)
Sign off procedures& gather data
On Whiteboard
Graph (give graph template so slopes can be compared)
Data table (optional)
Equation (F=k∆d+ f0) identifying…
◦Slope (k)
◦y-intercept (f0)
If someone had a steeper slope, it means that their spring would be stronger/weaker/same
Whiteboard Discussion
Similarities?
Differences?
Trends?
Write down the slopes and the color of the spring. What do you notice?
What does the slope mean? Steeper slope, harder to pull.
Conclusion/Notes
slope = Spring constant
Define Hooke's law F = spring constant x displacement
What can you take away from this lab?
Analysis Questions:
  1. How can you determine the amount of gravitational energy lost by the hanging mass. Where did that energy go?
  2. How does the stretch of the spring compare to the energy stored in the spring?
  3. How does the strength of the spring (k constant) compare to the energy stored in the spring?
  4. What do we call the energy stored in the spring?

Equipment:
8 springs
8 springs
8 mass sets (use other objects if sets are limited)
16 meter sticks
8 Spring scales
1 Rubber Band
Exit Ticket:
Both Spring A and Spring B have the same weight hanging from them.
Circle one:
Which spring would be easier to stretch with your hands? Spring ASpring B
Which spring is pulled down further by the weight? Spring ASpring B
Which spring has the higher spring constant k?Spring ASpring B
Which spring would you rather tie to the bottom of
your shoes to jump higher with?Spring ASpring B
Homework:
Worksheet Practice

Grade Level Standards (EALRs)

9-12 SYS A, B, C, and D / Systems: Predictability and Feedback
x / 9-12 INQ A, B, C, D, E, F, G, and H / Inquiry: Conducting Analyses and Thinking Logically
9-12 APP A, B, C, D, E and F / Application: Science, Technology, and Society
9-11 PS1 A, B, C, D, E, F, G and H / Force and Motion – Newton’s Laws
9-11 PS2 A, B, C, D, E, F, G, H, I, J and K / Matter: Properties and Change – Chemical Reactions
X / 9-11 PS3 A, B, C, D and E / Energy: Transfer, Transformation, and Conservation
9-11 ES1 A and B / Earth in Space – Evolution of the Universe
9-11 ES2 A, B, C and D / Earth Systems, Structures, and Processes – Energy in Earth Systems
9-11 ES3 A, B, C and D / Earth History – Evolution of the Earth