Teacher: Christopher Stroud IPC For the week of: 10/05 – 10-/09
Monday:
Objectives:
112.42.C.04.B- The student is expected to investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits.Plan: Warm up: Students will think and plan the answers for the following questions:
1. If you are pushing a shopping cart and you start pushing harder, what happenens?
2. What happens to a shopping cart if you get it rolling and then release it?
Agenda: 1. Fancart Physics Gizmo with CBD Core Lab
Gizmo Objectives:
· Determine that a force is needed to cause a change in motion.
· Understand that friction is a force resisting motion.
· See that a moving object will continue at constant speed if no forces are acting upon it.
· Determine that larger forces cause greater changes in motion.
· Understand the relationship between speed, position, and time.
· Observe that a constant force gives rise to a constant change in speed.
· Utilize a bar graph and data table to interpret motion.
Gizmo Vocabulary:
· force, friction, position, speed
2. Gizmo CBD- Write scientific explanation that states why the fan cart slowed down and eventually stopped.
Students will write a claim that answers the questions. Students will back up their claim with the evidence. The evidence and the claim will be tied together by the reasoning. Students will understand that friction is involved.
Closure: Class will write a reflection on the Fan Cart gizmo and the CBD, we will discuss the findings of the class.
______
Tuesday:
Objectives:
112.42.C.04.B The student is expected to investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits.Plan: Warm up: Students will think and plan the solution for the following question:
1. Write Newton’s laws in your own words and draw a picture to describe each law.
Agenda: 1. Newon’s Laws videos- video streaming
Students will answer questions based on the video. After the video is over they will be able to reflect on Newton’s laws and the effects on real-life applications.
2. Newton’s Laws Practice Problems
Students will practice Newton’s laws with applications on a worksheet over all three laws.
Closure: Class will discuss the differences in Newton’s Laws and reflect on other real-life examples of Newton’s laws.
Wednesday:
Objectives:
112.42.C.04.B The student is expected to investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits.Plan: Warm Up: Students will answer two questions related to TAKS and Newton’s Laws.
1. An athlete sitting in a wheelchair at rest throws a basketball forward. Since the athlete and the wheelchair have greater mass than the basketball has. What will have to the athlete and the wheelchair?
2. What is the force of the basketball if the mass is 2.2 kg and the acceleration is 2.3m/s²?
Agenda: 1. Newton’s vocabulary-
Students will make Frayer models for the following words: Newton’s 1st, 2nd, 3rd laws; force, mass, momentum
Students will also make foldables/flip chart for the formulas for velocity/speed, acceleration, force, momentum.
Closure: Class will reflect on the vocabulary and the foldables for the forumulas.
Thursday: Special Schedule
Objectives:
112.42.C.04.C- The student is expected to analyze the effects caused by changing the force or distance in simple machines as demonstrated in household devices, the human body, and vehicles.112.42.C.04.D- The student is expected to investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.
Plan: Warmup- Students will think and plan the solution for the following question:
1. There are 7 simple machines, can you name them and give an example of each?
Draw a picture of each one that you can name.
Agenda: 1. Cornell Notes to introduce simple machines.
Students will summarize the notes in their own words. Students will be identifying the simple machines and examples in real world objects.
2. Ed- head online activity- Students will go to http://www.edheads.org/activities/simple-machines/ and identify 10 simple machines in the garage, bathroom, bedroom.
Closure: Students will reflect and summarize the simple machines and the Ed-head activity. They will say what they already knew, what they learned, how they learned it.
______
Friday:
Objectives:
112.42.C.04.C- The student is expected to analyze the effects caused by changing the force or distance in simple machines as demonstrated in household devices, the human body, and vehicles.112.42.C.04.D- The student is expected to investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.
Plan: Warm up: Students will think and plan the solution for the following question:
1. Imagine you were lifting very heavy jugs to the top of a house. You can either use the stairs on the left or push them up the inclined plane on the right. Which option is easier? Why?
2. If a person in a wheelchair wanted to get to the second story of a two-story building, would it be easier to take a short, steep ramp or a long, shallow ramp? Explain.
3. Suppose you had to haul a heavy bucket of water from a deep well. Which way do you think would be easiest for lifting the bucket? (Circle your answer.)
a. One person lifting the bucket.
b. Two people lifting the bucket.
c. Four people lifting the bucket.
d. One person using a pulley system to lift the bucket.
Why did you choose the answer you chose?
Agenda: 1. Ants on a slant (Inclined plane gizmo) and Pulley Gizmo
Lesson Objectives
· Understand that an inclined plane supports an object by pushing up on it.
· Discover that inclined planes help make lifting an object easier by combining their supportive force with the lifting force applied by whoever is pushing the object.
· Relate the length of the plane to the reduction in required force.
· Be aware of disadvantages of inclined planes.
· Discover that friction causes work (energy) to be wasted when
· Describe the parts of a pulley.
· Demonstrate that adding pulleys decreases the effort needed to lift a given load.
· Find the mechanical advantage of a pulley system.
· Observe how pulleys multiply the effort force.
· Determine how much effort is required to lift a load with a given pulley system. (Extension)
Lesson vocabulary: friction, inclined plane, work, effort, load, mechanical advantage, pulley, pulley system
Closure: Students will reflect on what happened to the ants on the incline plan and what happened to the piano with the use of pulleys. Students will recognize work being done and how much effort it will take and how simple machines make life easier.