Energy and Momentum Unit Plan
Day / Topic
1 – Work Done by a Constant Force (4.1) 1- Kinetic energy and the Work- Energy Theorem (4.2) 2- Gravitational Potential Energy and Solving Conservation of energy Problems (4.3) 3- Explore an Issue in Energy Generation (4.4) 4- Testing the Law of Conservation of Energy (4.5) 5- Elastic Potential Energy (4.6) 6- Simple Harmonic Motion (4.7) 7- Review of Chapter 4. Start on Momentum and Impulse. (5.1) 8- Quiz on Chapter 4. Conservation of Momentum in One Dimension (5.2) 9/10- Intro to Collisions (5.3/5.4) 11- Explore applications of Momentum (5.6) 12 - Momentum and the Neutrino (5.7) 13- Group Lab Day 14- Group Lab Presentations Day 15- Review Class 16- Unit Test |
Curriculum Expectations
C2.1 use appropriate terminology related to energy and momentum C2.2 analyse, in qualitative and quantitative terms, the relationship between work and energy, using the work–energy theorem and the law of conservation of energy, and solve related problems in one and two dimensions C2.3 use an inquiry process to analyse, in qualitative and quantitative terms, situations involving work, gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy, in one and two dimensions and use the law of conservation of energy to solve related problems C1.1 analyse, with reference to the principles of energy and momentum, and propose practical ways to improve, a technology or procedure that applies these principles (e.g., fireworks, rocket propulsion, protective equipment, forensic analysis of vehicle crashes, demolition of buildings) C2.4 conduct a laboratory inquiry or computer simulation to test the law of conservation of energy during energy transformations that involve gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy (e.g., using a bouncing ball, a simple pendulum, a computer simulation of a bungee jump) C2.5 analyse, in qualitative and quantitative terms, the relationships between mass, velocity, kinetic energy, momentum, and impulse for a system of objects moving in one and two dimensions (e.g., an off-centre collision of two masses on an air table, two carts recoiling from opposite ends of a released spring), and solve problems involving these concepts C3.1 describe and explain Hooke’s law, and explain the relationships between that law, work, and elastic potential energy in a system of objects C3.2 describe and explain the simple harmonic motion (SHM) of an object, and explain the relationship between SHM Hooke’s law, and uniform circular motion C3.4 explain the implications of the laws of conservation of energy and conservation of momentum with reference to mechanical systems (e.g., damped harmonic motion in shock absorbers, the impossibility of developing a perpetual motion machine) C2.5 analyse, in qualitative and quantitative terms, the relationships between mass, velocity, kinetic energy, momentum, and impulse for a system of objects moving in one and two dimensions (e.g., an off-centre collision of two masses on an air table, two carts recoiling from opposite ends of a released spring), and solve problems involving these concepts C2.6 analyse, in qualitative and quantitative terms, elastic and inelastic collisions in one and two dimensions, using the laws of conservation of momentum and conservation of energy, and solve related problems C2.7 conduct laboratory inquiries or computer simulations involving collisions and explosions in one and two dimensions (e.g., interactions between masses on an air track, the collision of two pucks on an air table, collisions between spheres of similar and different masses) to test the laws of conservation of momentum and conservation of energy C3.3 distinguish between elastic and inelastic collisions C1.2 assess the impact on society and the environment of technologies or procedures that apply the principles of energy and momentum (e.g., crumple zones, safety restraints, strategic building implosion) C3.5 explain how the laws of conservation of energy and conservation of momentum were used to predict the existence and properties of the neutrino |
Agenda
-Minds on activity (Which Balls wins) -Smart board presentation -examples -practice questions 1-5 (Nelson Physics 12 pg181) -continue on with presentation -do example problems - practice questions 1-5 (Nelson Physics 12 page 186) -take up homework questions -Do now- write down as many types of energy you can think of -take up do now -Smart Board presentation - block sliding on an inclined plane demonstration -sample problems -Practice questions 1-5 (Nelson Physics Pg 191) -take up homework questions -Think pair share “Should Canada expand its use of hydroelectricity?” -In groups research the topic, and come up with a conclusion with supporting information - hand in at the end of class a 1 page (250 word max) proposal of your decision and why. -take up homework questions -Introduce how to use gizmo -gizmo activity -copies of gizmo activity sheet -take up homework questions -show part of trampoline tricks video clip as a hook -smart board presentation -do example problems - assign practice questions # 1-5 pg 200 (New) Nelson Physics 12 -take up questions about homework -smart board presentation -do example problems - assign questions 1-5 (New) Nelson Physics 12 pg 208. -take up homework questions -Minds on “Why does a puck travel faster from a slap shot than a wrist shot?” -smart board presentation -example questions -practice questions #1-5 -give 25 minutes for quiz - take up homework -smart board presentation - do sample problems -assign questions 1-5 (New) Nelson Physics pg 232. -take up homework questions -minds on with Newton’s Cradle. - Gizmo activity on 2D collisions -Minds on “Can you think of any applications of the theory of momentum?” - explain activity in 5.6 of Nelsons Physics 12. Have students work in pairs and come up with set criteria of safety of a car. Students will use the internet for research. They will create a small poster to show off their findings. -minds on “What is the very smallest thing that you can think of?” -students are to read Momentum and the Neutrino, then do questions for the activity. -they will write answers in paragraph form and it will be marked Students Will get into groups of 3, and pick one of the 3 investigations from Chapter 5 to do, and present their results. -students will give 5-10 minute presentation on the results from their lab experiments Using clickers, the class will do review questions together. Any questions may be answered in this time. If high majority of students did question incorrectly, show solution on the board -once students are seated and quiet, the tests will be handed out, they will have until the rest of the period of finish the test. |
Materials Needed / References
- Smart Board - 2 tracks - 2 balls to drop on tracks - (Old) Nelson Physics 12 Page 167 - Smart Board - (Old) Nelson Physics 12 - Smart Board - Block - String - Ramp - Books to incline ramp - (Old) Nelson Physics 12 - Computers for research - (New) Nelson Physics Page 183 Gravitational Potential Energy and Hydroelectricity. - computer lab needs to be booked - Gizmo- http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=416 - computer -smart board -internet - trampoline tricks video: https://www.youtube.com/watch?v=ZwFye_cF1OU -smart board -(New) Nelson Physics 12 Page 208 -smart board -clickers for review questions -(New) Nelson Physics Page227 - quizzes for students. -smart board -(New) Nelson Physics Page 232 -Newton’s cradle -computer lab has to be booked - Gizmo Activity http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=361 -computers for research - construction paper -markers -(New) Nelson Physics 12 Page 255 -Nelson Physics 12 Textbooks Page 256 -eye protection -dynamic carts -cart tracks -mass sets (from 2g to 500g) -motion sensor and tickertape timers -(New) Nelson Physics 12 Page 258-261 -projector for presentations -clickers for review -Smart Board - Copies of the test. |
Assessment / Evaluation
- Observation - Observation - Observation -Assignment will be group marked for C marks -Gizmo Lab Activity to be marked for K/U, A, T/I -observation -observation -observation -observation -mark student quizzes to see how they are for the chapter. Quizzes will consist of K, A, T/I -Observation -Gizmo lab activity sheet will be marked- K/U, T/I, A. - assignment will be pair marked for physics concepts and creativity K/U, C - activity to be marked as a C assignment -full lab reports will be marked (K/U, A, C, T/I) -their working in the lab will be noted as well -student’s presentation will be marked (eye contact, posture, voice projection) (K/U, C) Test will be marked for all 4 categories. (K/U, A, C, T/I) |
Summary and Rationale
All the curriculum expectations will be covered throughout the unit in this course. There will be a stronger emphasis on elementary skilled chapters, since other chapters build off of that knowledge. For example, there will be plenty of time going over kinetic and potential energy, since the latter parts of the unit i.e. collisions, will need the skills learned from the earlier units. There are a couple expectations such as C1.2, C3.5 that will be covered quickly in one class via partnered activities. Since those expectations do have as much fundamentals as others, they will not be given as much time. Once again, there will be emphasis on expectations that involve using the fundamental principles of physics.
The first day will cover two chapters. This is because the chapters are short, as well as go hand in hand. Teaching them together will be of a benefit to the students. The main idea of how this unit will be taught, will be go over the topic of the day, do a couple practice examples and give students time to practice examples as well. The start of each class will involve answering student questions on homework. Although this may seem dry at first, each lesson will have different clips or games or little activities that will help engage the students, some of which are listed above (trampoline YouTube Clip). As a teacher, I want the most up to date relevant physics clips, so they will be always changing. Putting a couple 2 to 3 minute clips into a lesson really helps with student attention and engagement, specifically if the clip is relevant to them (i.e. the newest fads).
On the third day I will have students do a “Think Pair Share” to get their minds open to the idea of using this physics in the real world. They will need to work collectively and research some information, then put it all together in a page of information. Next I will do a Gizmo with the students. The computer lab will be booked, and students will follow the Gizmo. They are very fun, and help students do some independent learning. The link for the Gizmo is located there.
On day 5, there will be two expectations met, again mainly because of how they go hand in hand with each other. Coming into day 6 and 7, we finish up chapter 4, do a quick review and start on the next chapter. I have given myself 20 days to teach the unit, and only have used 16. If it turns out during any of the previous lessons that we need more time, there is some leeway to take that extra time where needed.
Once chapter 4 is finished, there will be a quiz. Click the link on day 8 (Quiz on Chapter 4) for last year’s quiz. The next two days will be looking at collisions. One day will be a Gizmo activity, the other will be going into details on collisions. There is again a place where another day may be added, all depending on how well the class is working through the chapter.
The next two classes 11 and 12 will consist of activities that are done somewhat independently. Day 11 has students working in pairs finding research in car safety, relating it to physics. Day 12 looks at the Neutrino, and some of the physics dealing with it. Both activities will be marked, mostly in communication marks.
The last few days of the unit will consist of a group lab day and a group lab presentation day. Since there is not enough time to do all the labs in the unit, students in groups of 3 will have their choice on which lab they want to do. They will write a full lab report up, and present their findings the next day. This way all the students will see what the labs consist of, without all having to do all the labs. There will be a review day before the test (usually start the next unit in between review and test day as well). The review class will be interactive, in that clickers will be used, and students will need to work at a fair pace. Those who finish early, move onto the next question. When the majority of students get the question wrong, it will be done in full on the board.
Students with special needs and will be accommodated for every lesson. All SMART Notebook presentations will be video recorded after the lesson and available to watch online for free. This can help any student who has trouble paying attention in class, away for personal reasons, or just for extra clarity. Regardless the reason, the lessons will be available to watch after the fact, which can really help students having trouble. Strategic seating will be implemented once a few weeks have passed and the classroom community is built. It is my mission to have seating such that each student is comfortable, can see and hear everything alright, as well as not have tempted distractions.
The first day will cover two chapters. This is because the chapters are short, as well as go hand in hand. Teaching them together will be of a benefit to the students. The main idea of how this unit will be taught, will be go over the topic of the day, do a couple practice examples and give students time to practice examples as well. The start of each class will involve answering student questions on homework. Although this may seem dry at first, each lesson will have different clips or games or little activities that will help engage the students, some of which are listed above (trampoline YouTube Clip). As a teacher, I want the most up to date relevant physics clips, so they will be always changing. Putting a couple 2 to 3 minute clips into a lesson really helps with student attention and engagement, specifically if the clip is relevant to them (i.e. the newest fads).
On the third day I will have students do a “Think Pair Share” to get their minds open to the idea of using this physics in the real world. They will need to work collectively and research some information, then put it all together in a page of information. Next I will do a Gizmo with the students. The computer lab will be booked, and students will follow the Gizmo. They are very fun, and help students do some independent learning. The link for the Gizmo is located there.
On day 5, there will be two expectations met, again mainly because of how they go hand in hand with each other. Coming into day 6 and 7, we finish up chapter 4, do a quick review and start on the next chapter. I have given myself 20 days to teach the unit, and only have used 16. If it turns out during any of the previous lessons that we need more time, there is some leeway to take that extra time where needed.
Once chapter 4 is finished, there will be a quiz. Click the link on day 8 (Quiz on Chapter 4) for last year’s quiz. The next two days will be looking at collisions. One day will be a Gizmo activity, the other will be going into details on collisions. There is again a place where another day may be added, all depending on how well the class is working through the chapter.
The next two classes 11 and 12 will consist of activities that are done somewhat independently. Day 11 has students working in pairs finding research in car safety, relating it to physics. Day 12 looks at the Neutrino, and some of the physics dealing with it. Both activities will be marked, mostly in communication marks.
The last few days of the unit will consist of a group lab day and a group lab presentation day. Since there is not enough time to do all the labs in the unit, students in groups of 3 will have their choice on which lab they want to do. They will write a full lab report up, and present their findings the next day. This way all the students will see what the labs consist of, without all having to do all the labs. There will be a review day before the test (usually start the next unit in between review and test day as well). The review class will be interactive, in that clickers will be used, and students will need to work at a fair pace. Those who finish early, move onto the next question. When the majority of students get the question wrong, it will be done in full on the board.
Students with special needs and will be accommodated for every lesson. All SMART Notebook presentations will be video recorded after the lesson and available to watch online for free. This can help any student who has trouble paying attention in class, away for personal reasons, or just for extra clarity. Regardless the reason, the lessons will be available to watch after the fact, which can really help students having trouble. Strategic seating will be implemented once a few weeks have passed and the classroom community is built. It is my mission to have seating such that each student is comfortable, can see and hear everything alright, as well as not have tempted distractions.