Year 10 Physics Learning and Teaching Plan 2010
Area of Study: STELR Project75 minute lessons, 11 weeks = 22 lessons, (assume 20)
Teaching Sequence / Lessons / Corresponding notes and resources / Assessment / homework / ReflectionPre-test / Pre questionnaire ideally conducted before the course begins. / Students entered into STELR portal through student test administration and pin numbers allocated. / Emphasise the pretest is only to gain an idea of what they already know so we can better structure the course to their needs.
Introduction
(4 lessons) / 1. Welcome to the study of physics. Physics movie as introduction.
Explanation of STELR project.
7:30 report 15 segment on Australia’s sustainability given the projected 60% population increase.
List problems identified and brainstorm possible solutions.
Computer room to pretest if not already completed. / STELR website
Clickview 7:30 report 27/01/2010 15 minute segment. Filed under Environmental Science in the Clickview folders
/ If pretest already completed – class discussion works well. Usually plenty of opinions!
2. Teaching about global warming , greenhouse effect, ozone depletion and climate change.
- Natural Greenhouse Effect
- Enhanced Greenhouse Effect
- Main contributors to Enhanced Greenhouse Effect
- Likely environmental changes to global climate
- Ozone layer
- Ozone depletion
- Likely environmental changes due to ozone depletion
- Ozone depletion and Greenhouse Effect
Teaching about energy.
Images of energy – a class discussion
Class discussion, some key energy ideas.
Conservation of energy / STELR Teacher Resource Booklet Appendix F, pp122 – 125
Useful resources:
2001b.html
Notemaking grid from Kilbreda Library website:
Other resources:
A study guide for “An Inconvenient Truth”
Energy is the ability to make something happen. Whenever anything happens or changes there is an energy change. / Research grid completed for the dot points given. / Discuss the use of the notemaking template as a research tool, appropriate for all areas of study.
Encourage students to use more than one site and talk again about the reliability of websites and how that can be judged.
Emphasise that diagrams are fine – in fact good and show how to reference correctly.
Perhaps ask a Teacher Librarian to run this section
3. Teaching about energy continued...
- Energy storage ideas of either kinetic or potential.
- Kinetic = energy stored in a moving object and is related to the speed and the mass.
- Potential = related to an object’s position relative to other ‘connected’ objects.
- Energy as the capability to make something happen
- What is the actual job?
- What are the different forms of energy involved?
- Where has there been a transfer of energy?
- Where has there been a transformation of energy?
- What is the useful energy? What is the energy that is not useful? What is useful?
- If there is conservation of energy, where has it gone?
- What energy changes occur for each object in the system, ie arm, hammer, nail, wood and surroundings.
Units to measure energy, joule
Units to measure power, watts / Key Ideas about Energy handoutor use p9 Student workbook.
Carpenter drives nail into a block of wood. Two important boundary conditions to consider
- The objects that make up the system
- The starting point and end time of change
End = hammer and nail have come to rest. / Pages 28 -31 Student workbook
Images of Energy powerpoint show. / This is the perfect place for the energy efficiency worksheet. Can give as homework or leave it until later in the unit if an extra is going to be needed. Needs to be attempted before the detailed investigations occur.
Images of energy not very good, cow eating grass etc. A trampoline would be a better image. Needs revision
4. Practical Investigation – the efficiency of a bouncing ball. / Use the Investigation Planner in the STELR resource book.
Discuss best ways of presenting graphed data. / Investigation planner completed & graphed plus a Sankey diagram. pp 58-59 Student workbook
** Production of a biofuel from fermentation of a sugar solution to produce ethanol
What is biofuel / biomass? / First half of lesson making ethanol. Discuss the chemistry involved. Ie sucrose to glucose then glucose to ethanol
C12H24O6→2C6H12O6 then C6H12O6→(+yeast as catalyst) 2C6H5OH + 2CO2
Computer room to complete another notemaking template on biofuels / Notemaking template on biofuel competed. / New 2010 STELR focuses on wind and solar. This is very interesting – but may need to cut it for time reasons.
Sampler Activities and further investigation into Global Warming
(4 lessons) / 5.Recap Global warming from Y9 Science
Clickview : Renewable Fuels
Concept mapping of Energy, Renewable Energy and Global warming / Watch STELR global warming DVD (10 min)
Complete summary worksheet together at the end of class.
Construct a concept map using the terms on the list and the marking scheme (p28. Teacher Resource Book).
2010/year10/STELR/concept map task.pdf / Concept map completed / Supply modelled concept map for discussion.
Talk with Y9 team about lead in to this topic. Inconvenient Truth?
** Sampler lessons
A flic flac’s energy changes
A simple electric generator
A falling mass produces electricity
Hydroelectricity
Photovoltaic cells in circuits
Wind student sampler (longer)
Biofuels student sampler (longer / Laminated class sets available from DBD, set up as stations around the room. Burning the fuels for the biofuels must be done in a fume cupboard for the firelighter in particular. Needs risk assessment.
Use data loggers to collect data with the temperature probe for the biofuels experiment, either the CBL’s or Nova 50000 / Change these sampler activities once the new equipment arrives.
Students love the biofuels sampler but I think it takes too much time!
6. NEW STELR SAMPLER LESSONS
- Mystery toys
- Hand cranked generator
- Chemical battery
- Pelton wheel
- Commercial battery
- Wind Turbine
- Solar panel
- Mini kettle
Instructions laminated and put out as a round robin activity. Eight groups of three, 8 minutes at each activity. / Complete activities and answer questions. / This can take just 1 lesson to familiarise with equipment.
Focus is on energy transformations. Doing it this way will be a time saver.
Circuit workout (4 lessons) Only need all 4 lessons if students have not undertaken analysis of electric circuits before. / 7. 8. 9. and 10. Series and parallel circuits.
Measuring current and voltage in series and parallel circuits.
Three lessons practical time, one lesson to complete any remaining prac work and to start the discussion questions / Appendix 6, 7 and 8 in the STELR Handbook – photocopy for the students. Work in pairs and put two pairs together as a group to discuss results and compare findings.
2010/year10/STELR/circuit workout scanned booklet.pdf / Circuit workout booklet completed / Good to read through the theory with students if they have no experience with electricity.
Particularly, take care when using multimeters not to continually blow the fuse by putting an ammeter in parallel or a voltmeter in series.
In Depth Investigation
(4-6 lessons) / 11. to 14. or 16. inclusive.
Detailed investigations into solar and wind energy
Choose a selection of experiments, suggest:
Solar 4,5,and 8 (perhaps 7???)
4. The Effect of Light on a Solar Cell
5. The Voltage delivered by a Solar Panel
7. Power and Resistance
8.Efficiency of a Photovoltaic Cell
Wind 9
9.The Power of Wind Turbines / Detailed investigations can be found on the STELR website:
enter the teacher resource section, enter email and password (b4be91) and select important files.
Investigations also available in the student handbook – photocopy and distribute to students as a booklet.
4. pp 62 - 66
5. pp 69 – 72
7. pp 85 - 90
8. pp 91 - 96
9. pp 97 - 105 / Booklet completed and submitted. / Extension activity
6. Power and Efficiency delivered by a solar panel pp 73 – 84
Only 3 lessons in first rotation to complete this due to lateness of equipment.
Lux meter not working well. With 3 lessons – graphing an option for a “B” if done well.
Student Designed Investigations
(2 lessons) / 17. and 18.
The Effect of Clouds and Solid Pollutants on a Solar Cell.
The Effect of Temperature on a Solar Cell.
The Effect of Angle and Direction of a Solar Cell.
The Best Design for a Wind Turbine / pp 106 – 109
Students can choose whether they want to be a solar or a wind expert and investigate accordingly. / Preparing for presentation / No time for these in rotation 1.
Presentations
(2 lessons) / 19. and 20.
Ideally these are oral presentations to the class. They can be written and assessed by teacher if out of time.
Students present their finding in a team about the operation and efficiency and suitability of solar and wind generated electricity. / Assessment rubrics available in STELR teacher handbook and on website. / Presentation assessed by teacher and peer. / No presentations possible first time around.
Test / 21. Formal test to assess competency in electric circuits and renewable energy forms. / STELR on line test available in near future
Renewable energy test (Including a practical electrical circuit component)
Revision sheet for students outlining topics covered and resources they should use for revision. / New test written. Check with STELR online test for supplementary testing.
Other lessons to fit into the program somewhere:
Critical Thinking Analysis and Careers Focus and / or data analysis activity / Critical Thinking task about death of bird life through wind turbine construction. / Computer room, headphones to listen to audio component.
Use the careers focus sheet from the STELR handbook and email the critical thinking activity or data analysis activity / Critical thinking better than data analysis
This works as an extra
Distillation of ethanol / Separate the yeast from the ethanol solution by filtration then distill the solution to separate the ethanol. Recall separation of mixtures from Y7 Science. / Lab Tech to undertake the distillation as a demo, students can do their own filtration. / Not sure how we can use this ethanol – need to demo distillation
An Inconvenient Truth / Available on Clickview – great to leave as an extra / Duration 93 minutes. Could be included anywhere in the program
Design Challenge / This is the best thing about this project, it requires about 4 lessons and until we condense the above content we cannot find time for it. / Students work in a team to apply their learning about solar and wind energy to a real life application, sailing to an island on a renewable energy fuelled yacht. / Needs work!!!!
Energy Efficiency worksheet / Measuring energy
Using common prefixes (k, M, G, T)
Measuring Energy Efficiency / This works as an extra for 40-50 minutes.
Note: The shaded boxes are different approaches tried in early 2010. Recommend not to continue these in the course, but have left them there for future reference.
Year 10 Physics Learning and Teaching Plan 2010.docx13/05/2010