Physics 11 Energy Unit plan

8/22/2019 Physics 11 Energy Unit plan

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PHYSICS 11- UNIT PLAN

Energy and MomentumRed indicates still thinking about it

Authors: Nicole FurutaniTextbook: Merrill Physics Principles and problems

Energy: The Ministry of Educations suggested time allocation for the unit is 14 to 16 hours.

Momentum: The Ministry of Educations suggested time allocation for the unit is 9 to 11 hours.

The Ministry of Education suggests the following PLOs and achievement indicators should be incorporated throughout the course:

A1 describe the nature of physics

distinguish physics from related disciplines

describe the major areas of study in physics (e.g., optics, kinematics, fluids, nuclear, quantum) give examples of the continuing development and refining of physics concepts

A2 apply the skills and methods of physics

with teacher support, conduct appropriate experiments

systematically gather and organize data from experiments

produce and interpret graphs (e.g., slope and intercept)

verify relationships (e.g., linear, inverse, square, and inverse square) between variables

use models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems

use appropriate units and metric prefixes

Objectives of unit: Students will be able to...Energy:

1. Distinguish between the three main forms of energy

2. Perform calculations in regards to the law of conservation of energy

3. Understand key terms

a. efficiency

b. total energy

c. gravitational potential energy


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d. kinetic energy

e. power

f. specific heat capacity

g. temperature

h. thermal energyi. work (input/output)

j. height above a reference point

k. work as a change in energy

l. law of conservation of energyMomentum:

4. Understand momentum and the role it plays in various collisions and explosions in isolated, one-dimensional systems.

5. Understand key terms

a. collisions

b. explosions

c. impulse (change in momentum)d. momentum

6. Perform calculations in regards to the law of conservation of momentum

Skills and Attitudes students will develop during and upon completion of this unit:

1. distinguish physics from related disciplines

2. give examples of the continuing development and refining of physics concepts

3. with teacher support, conduct appropriate experiments

4. systematically gather and organize data from experiments

5. produce and interpret graphs (e.g., slope and intercept)

6. verify relationships (e.g., linear, inverse, square, and inverse square) between variables7. apply models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems

8. use appropriate units and metric prefixes


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Jan 28-April 11 block 1-2 in Mini 2 First period 8:40-9:5 = 70 mins

Jan 28-April 11 block 1-1 in Mini 2 Second period 10:25-11:35 = 70 minsJan 28-April 11 block 1-4 in Mini 2 Third period 12:20-1:40 = 80 mins

April 12-April 19th block 1-4 in Mini 2 First period 8:40-9:5 = 70 mins

Jan 28-April 11 block 1-2 in Mini 2 third period 12:20-1:40 = 80 mins

Jan 28-April 11 block 1-1 in Mini 2 fourth period 1:45-3:03 = 78 mins


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Month Number of classes

February* 7 classes

March** 5 classes

April* MAX 7 classes - after two week break

Total classes 19 max classes

*Feb 12 Extended lunch*March 6th Collaborative day

1-2 10:00-10:45 = 45 mins

1-1 10:50-11:35 = 45 mins

1-4 regular

**Spring break 18th-29th*April 16th Collaborative day

1-4 10:00-10:45 = 45 mins

1-2 regular

1-4 regular

Lesson

Numberand Title

Objectiv

e / PLO

Purpose/

Skills

(see

legend

above)

Resourc

esTeaching

tools

Assessm

entS =

Summati

ve

F =

Notes


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Formativ

e

1. Forms

ofEnergy:

Kinetic,andGravitationalPotentialEnergy

G2

Solveproblem

s

involving

different

forms of

energy

Define

kinet ic

energy

KE=1/2m

v2

Solve a

variety

of

problem

s

involving

kinetic

energy mass

velocity

Define

energy

Define

3, 4, 7, 8

Be able

to define

kinetic

and

potential

energy

Demonst

rate an

ability to

solve

problem

s

involving

gravitati

onal

potential

energy

Activity:

Smashbook

and

show

how

much

potential

energy

there is

from

different

heights.

F-

S - Fiveshow-your-workhomeworkquestions.

Notemisconceptions:

Energyis aforce.

Energyandforce areusedinterchangeablyineverydaylanguage.

Energygetsused upor runsout.Energyisdestroyed intransformationsfrom onetype toanother.


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gravitat i

onal

potent ial

energy

PE =mgh

Solve a

variety

of

problem

s

involving

gravitati

onal

potential

energy

mass

accelerat

ion due

to

gravity height

above areferenc

e point

Discuss

about

referenc

e level

(show

True in

everydaylanguage. Oursocietyis facinganenergycrisisand isvaluingonlycertain

types ofenergy..

Hook(MaybeBenPfeiffersworksheet?)

Discusswhatstudentsthink ofwhentheyhear thewordenergy.


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with

dropping

of book)

Discussdifferenttypes ofstoredenergy

(chemical, elastic,electric).

Fewexamples of eachtype.

-Differentkinds of

energy(mentionmassenergy,lightenergy,elasticpotentialenergy,rotational energy,etc. but

say wewontuse themin thiscourse).

-Energyis sonicebecause


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itdoesntusevectorsor time!

2. Forms

of

Energy:Kinetic,andGravitationalPotentialEnergy

G2

Solve

problem

s

involving

different

forms of

energy

3, 4, 7, 8

Demonst

rate an

ability to

solve

problem

s

involving

gravitati

onal

potential

energy

To

investiga

te and

compare

the

potential

energy,

kinetic

energy

and

speed of

a cart on

a hill (p.

225)

Hook:

Eulers

DiskClassdiscussion ofwhatmay behappening. Letthemknowthey willbetterunderstand it in afewclasses

Warm upquestions 1 KEand 1 PE

3. Downthe hilllab +intro tothermalenergy

Toinvestigate andcomparethepotential


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energy,kineticenergyandspeed of

a cart ona hill (p.225)

4.ThermalEnergy

G2

solve

problem

s

involving

different

forms of

energy

Describe

kinetic

molecula

r theory

Describe

thermal

heat

transfer

Define

temperat

ure,

thermal

energy,

and

specif ic

1, 2, 6, 7,

8

Understa

nd the

nature of

thermal

energyas

explaine

d by the

kinetic

molecula

r theory

Understa

nd the

processof

measure

ment of

temperat

ure

Describe

different

Class

discussi

on on

misconc

eption

topics

Activity

lab:

Discover

how

temperat

ure

increase

s with a

constant

supplyof

thermal

energy

(have

three

thermom

eters in

celsius,

S -

homewo

rk

F -answering critical

thinkingquestions


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heat,

temperat

u re

scales,

absolutezero

Solve a

variety

of

problem

s

involving

thermal

energy mass

specific

heat

capacity

change

in

temperat

ure

G3

Analyse

the

relations

hip

between

work and

energy,

temperat

ure

scales

kelvin

and

fahrenhe

it scale)

States of

matterhttp://ph

et.colora

do.edu/e

n/simulat

ion/state

s-of-

matter

Prelab -

three

question

s that

ask

students

to

calculate

the

efficiency of a

device if

theyre

given its

electrical

input

powers

and
http://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matterhttp://phet.colorado.edu/en/simulation/states-of-matter


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with

referenc

e to the

law of

conservation of

energy

state the

law of

conserva

tion of

energy

Solve

problem

s, using

the law

of

conserva

tion of

energy

to

determin

e-thermal

energy-specificheat

some

data on

how

quickly it

heatedsomethi

ng to a

certain

temperat

ure.

Students

must

show

work.

5.Conserva-tion ofEnergy

G3

Analyse

the

relations

hip

6, 7, 8

Understa

nd the

differenc

S - 2

clicker

question

s with

bar

Note:

Students

can be

exposed


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between

work and

energy,

with

reference to the

law of

conserva

tion of

energy

State the

law of

conserva

tion of

energy

with

work

therom

Wext =

KE + PE

Solve

problem

s, using

the law

of

conserva

tion of

e

between

elastic

and

inelasticcollision

s

includin

g which

quantitie

s are

conserve

d in each

kind

Understand therelationshipbetweenworkdoneandenergytransferred

charts

F -

to

isolated

systems

(energy

isconserve

d and

constant

) as well

as

realistic

problem

s of non-

isolated

systems

forwhich

energy is

conserve

d but not

constant

.

Basicorder:

1
http://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basics


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energy

to

determin

e

gravitati

onal

potential

energy

total

energy kinetic

energy

6. Quiz S- 30min quizone ofeachtype

Hook:Mention

key

points

from

Feynman

s

discussi

on herehttp://ww

w.youtub

e.com/w

atch?v=

XXE28P-

RJ2M

starting

at 07:31.

Have 28
http://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://www.youtube.com/watch?v=XXE28P-RJ2Mhttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basics


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blocks

and give

one to a

student

andinteract

and

discuss

what the

metapho

r is

being

used for.

Article

on it

(http://ce

n.acs.or

g/articles

/89/i46/E

xplaining

-

Energy.h

tml )

-Mother,child,blocksanalogy.

7.Computer labConservation of

G3

Analyse

the

relations

PHET

skateboa

rder

http://ph

s-

F- writeup labreport

Basicorder1.2.Compute
http://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basics


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Energy hip

between

work and

energy,

withreferenc

e to the

law of

conserva

tion of

energy

et.colora

do.edu/e

n/simulat

ion/ener

gy-skate-park-

basics

Conserv

ation lab

on p290

in

Physics

activities

book

http://www.youtube.com/watch?v=_ve4M4UsJQo&list=PLE5C30F25EC4D222D

A write

up about

the

relations

hips theyfound

playing

around

with the

PHET

skateboa

rder.

- Class

Debate:Does the

force ofgravityever dowork.Somestudentsthink ofgravityonly as asourceofpotential

energy,but dontrealizethat itcan bethoughtof as aforcethatdoes

r labwork onphet lab.
http://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basicshttp://phet.colorado.edu/en/simulation/energy-skate-park-basics


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work.

8. Work G1

Perform

calculati

ons

involving

work,

force,

and

displace

ment

Define

workinterms of

force

and

displace

ment,

W=Fd,

units

Solve a

variety

of

problem

s

involving

work

force

displace

3, 5, 6, 7,

8

Display

an ability

to

calculate

work

done by

a force

Identify

the forcethat

does the

work

Understa

nd the

Units ofEnergy

and

Work are

both

Joules

Activity:Attach a

spring

balance

to a 1 kg

mass

with a

spring.

Pull the

mass

along

the table

at aslow,

steady

speed

keeping

the

balance

parallel

to the

table

top. The

students

should

do this

in pairs

and talk

about

what

they

S -

Question

s

involving

W=Fd

Check

for

complete

ness

only (not

correctn

ess) of

thishomewo

rk.

F -

During

Pocket

lab see

and note

what

students

are

asking

what

question

s or

coming

up with

ideas.

Hook:

Ask

students

to use

the word

work

in a few

different

sentence

s and

share

them

with theclass.

Students

will use

a

layman

s

definitio

n of

work.

Then

give

them the

physics

definitio

n and

show

how its

different


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ment

Explain

that onlycompon

ent in

the

direction

of the

motion

does

work

Explain

force-

displace

ment

graph

and how

area

under

gives

workshow

unitanalysis

and

example

s

Wext =

notice.

What is

the

reading

on thespring

balance.

What are

the

physical

factors

that

determin

e the

amount

of force?How

much

work is

done in

moving

the mass

1 meter?

Class

discussion:

Predict

what

would

happen

if the

mass

was 2

What

language

are the

students

using?

from

their

definitio

ns.

Multiple

choice

clicker

question

: Lifting

a box

above

your

head to

height h

versus

climbing

stairs

and

carrying

the box

to height

h. Which

one

requires

moreenergy?

a. lifting

b. stairs

c. same

Basic

order:

1. hook


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KE + PE kg.

http://lec

tureonlin

e.cl.msu.edu/~m

mp/kap5/

work/wor

k.htm

http://ph

et.colora

do.edu/e

n/simulat

ion/the-

ramp

2. give

definitio

n of

work

3.Example

s of

board

4. clicker

question5. Pocket

lab

6.

Workshe

et few

writtenones and

the rest

using

phet and

other

resource

9. Power

and

Efficienc

y

G4

Solve

problem

s

involving

power

3, 4, 7, 8

Distingui

sh

physics

from

Class

discussi

on what

is power

in

everyday

S - Quick

activity

write-up

F - Note

discussi

Summar

y/Link/H

ook:

Challeng

e a buff-

looking
http://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htmhttp://lectureonline.cl.msu.edu/~mmp/kap5/work/work.htm


19/38

and

efficienc

y

DefinepowerP=W/t,

units

Perform

calculati

ons

involving

relations

hips

among power work

time

Define

eff ic ienc

yefficienc

y =

Wout/Win X 100%

Perform

calculati

ons

involving

relations

hips

related

disciplin

es

Differentiate

between

work and

power

and

correctly

calculate

power

used

terms

Activity:

Your

powerDetermin

e the

work and

power as

you

climb the

stairs

(p.204 in

Merrill)Or

https://d

ocs.goo

gle.com/

viewer?a

=v&pid=

sites&sr

cid=ZGV

mYXVsd

GRvbWF

pbnxtcn

RyYXNrc3BoeXN

pY3N8Z3

g6MTky

OGRhM

DdjMzJlZ

jZkMg

on and

who may

suggest

time

student

in the

class to

see if he

can lift astack of

textbook

s from

the floor

to the

table

faster

than you

can. Let

him win.

Ask thestudents

which

one of

you they

think is

more

powerful

. Then

point out

that you

both did

the same

amount

of work.

Some

students

might

point out


20/38

among work

(input

and

output) power

(input

and

output)

efficienc

y

that it

took you

much

more

time,though.

Use this

as a

segue

into

defining

power.

basic

order:

1. warmupquestions (1 areaundergraph+W=fd)2. Hook3. Definepowerand doquestion

s4. pocketlab ifthere arestairsthat youcanmeasure5. Defineefficienc


21/38

y andproblems6.Homewo

rk sheet(https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnRyYXNrc

3BoeXNpY3N8Z3g6MjI4MDFmYjA2NjExNTcwYg)

10.

Thermal

work

undemo

Efficienc

y

compari

son Lab

G4

solve

problem

s

involving

power

and

efficienc

y

3, 4, 5, 8 Question

:

Can

thermal

energy

be made

to do

useful

work?

S - Lab

writeup Do

undemo

with

thermal

energy

Students

are

asked to

test one

addition

al device


22/38

Materials

:Plastic 1-

liter

bottleLarge

balloon

Bowl of

hot (not

boiling)

water

Bowl of

ice water

Small

rock

Procedur

e:

1. Cool

the

balloon

and the

bottle in

the

freezer

for 5minutes.

2. Fill the

bowl

with hot,

not

boiling,

water.

3. Put

when

they get

home

that

evening

and to

add it to

their

report.


23/38

the

balloon

over the

mouth of

the

bottle

making

sure that

the air

hasbeen

squeeze

d from

the

balloon.

Place thebottle

into the

hot

water.4. The air

inside

the

bottle

should

expand

and

inflate

the

balloon.

After it is

inflated,

put the

bottle in


24/38

the bowl

of ice

water

and

observe

it deflate.

5.

Design a

device to

convert

this

expansio

n and

contracti

on into

usablework

such as

lifting a

rock.

Design a

device

that

circulate

s hot,

then

cold,

water so

that the

balloon

deflates

and

inflates

without


25/38

moving

the

bottle.

Lab ofefficienc

y

compari

son

different

applianc

es. Ex:

kettle,

hot

plate,

microwave and

immersi

on

heater

Power is

written

on

machine,

starttemp

and final

temp

with

constant

mass of

water

over an


26/38

amount

of time.

E=Pt =

electricalenergy

(in)

Heat

Energy

(out) =

E= mcT

Discuss

sources

of errors

11.

Problem

Session

and

review

G2, G3

Solve a

variety

of

problem

sinvolving

gravitati

onal

potential

energy

mass

Learn

methods

and

template

s for

effective

problem-solving.

F -

Listen to

explanati

ons

given by

students

to eachother

and

make

sure that

the

students

arent

simply

The

purpose

of this

lesson is

to

challeng

e thestudents

with a

problem

set that

is more

difficult

than the

ones


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accelerat

ion due

to

gravity height

above a

referenc

e point

kinetic

energy

velocity

total

energy

BuildAcademi

c

Languag

e.

copying

each

others

work.

-clicker

question

s

theyve

seen so

far.

Studentsare

asked to

work on

the

problem

s for 30

minutes

on their

own.

Then

theyform

groups

for 15

minutes

to

compare

answers

and help

each

other to

understa

nd. At

the end

of the

period, a

student

from

each


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group is

randoml

y

selected

to

present

the

solution

to one of

the

problem

s on the

board.

Answer

key isposted

online.

Basic

order:

1. go

over lab

+hand in

2. solve

problems3.clicker

question

s

12. Unit

Test

S - The

Test!

During

marking,

teacher


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identifies

which

question

s the

class

found

most

difficult.

12.

Review

of Unit

Test with

peers

All PLOs

that

students

had

trouble

with on

the test.

F - Peer

discussi

on, see

how they

interact

S- Willnot only

correct

test but

in a

different

marker

or

separate

sheet

they will

say

where

they

went

wrong

and

redue it

Test is

handed

back to

students

. Class

goes

over thedifficult

question

s

together:

students

with nice

answers

are

asked to

demonst

rate their

method

to the

class.

Teacher

will

occasion

ally ask


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students

to

rephrase

some of

their

statemen

ts using

fancy

academi

c

language

. They

will go

over test

together.

Handback in

with not

only

correctio

ns but

where

they

went

wrong. If

they

need

help I

will be

around

1. hand

back test

2. talk


31/38

amongst

themselv

es for 30

mins3. start

moment

um (not

on this

unit

plan)

Momentum

13.

Introduction of

moment

um

Apply

theconcept

of

moment

um in

one

dimensio

n

solve a

varietyof

problem

s

involving m

o

m

e

Apply

models(physics

formulae

,

diagram

s,

graphs)

to solve

problem

s

Verify

relations

hips

between

variables

Use

Newton

s cradleinteracti

ve demo

to grab

attention

.

Solve

problems: think-

pair-

share

Modellin

g

problem

solving.

s-Go to

PhETand play

with

simulatio

n. Fill in

workshe

et for

homewo

rk.

Note

misconceptions:

Moment

um is

always

conserve

d, and

the

moment

um of an

isolated

system

is

cons tant

.


32/38

n

t

u

m

a

s

s

v

e

l

o

c

it

y

p=mv

Recogni

ze that

moment

um and

impulse

are

vector

quantities

Identify

and

compare

moment

a of

common

appropri

ate units.

http://ph

et.colora

do.edu/en/simulat

ion/collis

ion-lab

http://ph

et.colora

do.edu/e

n/contrib

utions/vi

ew/3318
http://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/contributions/view/3318http://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-labhttp://phet.colorado.edu/en/simulation/collision-lab


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objects

14.

Impulse

Define

impulse

(i.e.,

change

in

moment

um)

solve a

variety

of

problems

involving

m

o

m

e

n

t

u

m

(i

n

it

i

a

l

Understa

nd the

relation

between

average

force

and time

interval

for a

fixed

impulse

Apply

models

(physics

formulae

,

diagram

s,

graphs)

to solve

problem

s

Verify

relations

hips

between

variables


34/38

a

n

d

fi

n

a

l)

i

m

p

u

l

s

e

ne

t

f

o

r

c

e

ti

m

e

F=ma=m

v/t

Ft=

mv

p=mv

Ft

Use

appropri

ate units.

Interpret

graphs


35/38

=p

Use

graphica

lmethods

to

determin

e

impulse

from

Fnet vs t

graphs

Produce

and

interpret

graphs

15.

Conserv

ation ofmoment

um

State the

law of

conservation of

moment

um for

isolated,

one-

dimensio

nal

systems

Understa

nd the

distinction

between

external

and

internal

forces

Pocket

lab- rope

with twoskateboa

rds see

p.181

Youtube

video:

http://ww

w.youtub
http://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=related


36/38

Solve

problem

s, using

the law

of

conserva

tion of

moment

um (e.g.,

collision

s and

explosio

ns) to

determin

e m

o

m

e

n

t

u

m

(i

n

it

i

a

l

a

n

d

e.com/w

atch?v=

qNou0xg

3_cY&fe

ature=rel

ated
http://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=relatedhttp://www.youtube.com/watch?v=qNou0xg3_cY&feature=related


37/38

fi

n

a

l) v

e

l

o

c

it

y

(i

n

it

i

al

a

n

d

fi

n

a

l)

m

a

s

s

Determin

e

whether

a


38/38

collision

is elastic

or

inelastic

16. Lab Carts

and air

track

17.ReviewCollaborative day

18.

Momentum Test

Physics 11 Energy Unit plan

Documents

Transcript of Physics 11 Energy Unit plan