Youngstown City Schools
SCIENCE: PHYSICS
UNIT #6: ENERGY- - (5 WEEKS) 2013-2014
SYNOPSIS: This unit focuses on how energy may be transferred from one form to another. It also includes the critical concept of conservation of energy and why it is so important. Students will be using interactive websites and lab work to gain insight into energy concepts. Near the end of the unit, students will design, build, and demonstrate a Rube Goldberg machine.
ENABLERS: energy, gravitational potential energy, kinetic energy, conservation of energy, elastic, thermal, force, work, power, watt, atom, nucleus, alpha, beta, gamma, fission, fusion .
STANDARDS
X. ENERGY
A. The students will investigate and analyze energy storage and transfer mechanisms:
1.
Gravitational potential energy: Only the system of attracting masses can have gravitational potential energy.
2.
Elastic potential energy: Energy is a spring, ∆E elastic = ½ k ∆ x 2 where ∆x is the distance the elastic object is stretched or compressed from its relaxed length.
3.
Thermal energy
4.
Kinetic energy
B. The students will analyze, evaluate, and apply the principle of the conservation of energy.
C. The students will demonstrate their knowledge of the law of the conservation of energy and how it applies to any defined system and time interval within a situation or event (in which there are no nuclear changes that involve mass-energy equivalency).
D. The students will analyze, evaluate and measure the transfer of energy by a force.
1. Work: Calculate the amount of work done using the equation, W = F ∆x (cosΘ) work, where W is the work, F is the force,
∆x is the displacement, and Θ is the angle between the force and the displacement.
2. Power: The rate of energy change or transfer
a. Calculate the amount of work done using the equation P = ∆E / ∆t or P = W / ∆t. Power is a scalar property.
b. The unit of power is the watt (W), which is equivalent to one Joule of energy transferred in one second (J/s).
E. The students will design and conduct investigations of mechanical energy and power.
F. The students will analyze, evaluate and apply the principles of nuclear energy.
1. Properties of alpha, beta, gamma and positron emission and how they change the nucleus of an atom.
2. The prediction of the identity of new elements through Alpha and beta decays.
G. The students will mathematically determine the transfer of energy out of a system using the equation, E = mc2, which is known as the equation for mass-energy equivalence.
H. The students will learn about the nuclear processes such as nuclear decay, fission and fusion, the mass of the product is less than the mass of the original nuclei. The missing mass appears as energy.
I. The students will calculate the energy produced from fission and fusion reactions
LITERACY STANDARDS
RST.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
WHST.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
1.
Virtual Lab “Energy Skate Park”
( http://phet.colorado.edu/en/simulations/category/physics/work-energy-and-power )
2.
The students will interact with and model a roller coaster. This can be done hands-on with the Kinex kits or use the computer simulation models (Disney website). Students will discuss their own personal experiences with roller coasters.
3.
Students set both personal and academic goals for this Unit.
4.
Preview the authentic assessment
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TEACHER NOTES
YCS Science: PHYSICS Unit 6 - - ENERGY 2013-2014 1

1.
Remind students about previous unit; give practice questions - - use 2 and 4-point questions as a pre-assessment and if students need additional help, spend time on details of the roller coaster and centripetal force. (“Amusement Park Physics”: Roller Coasters; note: most amusement parks have specific activities for this if you contact them). (XA, XB)
2.
Students investigate, evaluate and analyze the relationship among energy, work, and power. Students examine equations and create a “cheat sheet” of equations that can be used as a reference sheet for working problems involving energy, work, and power. (X)
3.
Teacher-led discussion about roller coasters with the angle of attract, the heights of the hill, mass of the cars, and their relationship to the operation of the roller coaster. Teacher has several what-if scenarios for the class to react to.
4.
Conduct Hooke’s Law: adding masses to hanging springs, increasing mass to relate the elasticity of the springs. Students must follow complex multistep procedure when carrying out labs; analyze the results based on explanations they have heard or read. (XA-XC)
5.
Students perform either the Virtual Labs and calculate the amount of work done on them
(roller coaster), how much work is done by the roller coaster to get them to the top of the hill, etc. Students will also perform a lab in which they will walk up a flight of stairs, calculate the amount of work done, and compare this to pushing a heavy box across the room to carrying the box across the room. Explain why results are the same or different. Data are collected, recorded and discussed. (XD)
6.
Students perform “Work, Power and Energy Activity Lab”, “Energy and Physics Lab”
and “Experiment 09-6 Work and Energy” (XD, XE) (labs attached on pages 6-8, 9-19,
and 20-21)
7.
Finish discussion on nuclear energy equations using PPT presentation. Do Questionanswer session from PPT; students take notes (IEP students get copy of PPT); all students have a flash drive and could download the PPT if they wanted; they can also download labs and websites for student to access on their own. (XF)
8.
Teacher can use discretion to choose which virtual lab students can perform from the
University of Colorado website http://www.uccs.edu/~faculty/danderso/vgcl/index.html
(XF-
XH)
9.
Teacher gives students a series of practice problems to determine the transfer of energy out of a system using the equation E = mc 2 . A review of nuclear processes (fission and fusion) from Chemistry 1 with discussion of the lab results. Teacher uses Question/Answer to assess understanding. Teacher demonstrates how an old Geiger counter works.(XG, XH,
XI)
1.
Unit Test
1.
2- and 4-point questions
2.
Lab Reports
TEACHER NOTES
Teachers: note that the following website has lots of great lessons for different subjects in this as well as other units. http://phet.colorado.edu
TEACHER NOTES
TEACHER NOTES
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1.
Students evaluate their goals for the Unit.
2.
Students work in small groups to create, design, and build a Rube Goldberg device.
(detail attached on pages 22-27) Materials are common things found around the house.
Students have 2-3 weekends to do this project. Students will propose the design of the device, begin the background research (which will be included in the final exam), and build the first five steps of energy transfer in the device. (The remaining portion of building the device and presenting the poster presentation shall be included in their final exam.)
When students demonstrate their device, the teacher asks questions to each student about the concepts they are to know. Rubric for the poster attached on pages 4-5
(RST.6; WHST.7)
TEACHER NOTES
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The poster consists of 20 points. The rest of the project will be graded based on the following scoring rubric:
Outcomes w/criteria Score
0-1 2-4 5-7 8-10
1. Purpose
Did they understand the problem, write a proper purpose and involve at least 5 transformations of energy?
2. Literature Search-
Didn't understand the problem and didn't successfully utilize any transformations of energy.
Vaguely understood the problem and/or utilized less than 5 transformations of energy.
Mostly understood the problem and/or successfully utilized at least
5 transformations of energy.
Completely understood the problem and successfully utilized at least 5 transformations of energy.
______
0-1 2-4 5-7 8-10
Did they produce an informative and accurate summary of their literature search?
3. Physical Model
Did they correctly and completely describe the device and how it functions?
Did not do a literature search using at least 1 type of literature and finding 1 source per type.
Did a partial literature search using at least 1 type of literature and finding 1 source per type.
Did a good literature search using at least 2 different types of literature and finding 1 sources per type.
0-1 2-4 5-7
Did a thorough literature search using at least 2 different types of literature and finding 2 sources per type.
8-10
______
Didn't model and/or describe the device from an energy standpoint.
Partially modeled and described the device from an energy standpoint.
Adequately modeled and described the device from an energy standpoint.
Exceptionally modeled and described the device from an energy standpoint.
______
4. Explanation 0-1 2-4 5-7 8-10
Did they effectively account for the energy transformations in detail and include an analysis of external work done on the system?
Didn't present the energy considerations and the external work done on the devices.
Very few of the energy considerations and the external work done on the devices were outlined.
All of the energy considerations and the external work done on the devices were not totally outlined.
All of the energy considerations and the external work done on the devices were outlined in detail.
______
5. Record of Construction 0-1 2-4 5-7 8-10
Did they produce a running record of the construction process?
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They failed to produce any log of the construction in process from start to finish.
They produced an incoherent log of the construction in process from start to finish including intermediate results.
They produced an incomplete log of the construction in process from start to finish including intermediate results.
They produced a complete log of the construction in process from start to finish including intermediate results.
______
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Outcomes w/criteria
6. Reliability 0-1 2-4 5-7 8-10
Score
Did they discuss possible problems concerning reliability of the device, workmanship and possible energy losses over time?
They did not include a discussion of the feasibility that the design would work consistently over time.
They included an incomplete discussion of the feasibility that the design would work consistently over time.
7. Report Organization 0 - 1 2-4
They included an incomplete discussion of the feasibility that the design would work consistently over time.
They included a complete discussion of the feasibility that the design would work consistently over time.
______
5-7 8-10
Report includes all the appropriate sections; info is placed in its proper section; each section is labeled and placed in its appropriate order; spelling is checked and corrected.
Report fails to include all the appropriate sections; includes several errors or omissions.
Lab report is mostly incomplete yet lacking in the quality of discussion and the support of the findings; may lack organization; may failed to have documented input values and/or results in a row/column format.
Lab report is mostly complete, including a partial discussion and support of the findings; some organization; few spelling errors.
Lab report is wellorganized, complete, and labeled. With few exceptions, spelling has been checked and corrected.
______
8. Product 0-1 2-4 5-7 8-10
Did they produce a workable device that reflected their design?
The device doesn't work and the desired outcome is not obtainable without severe alterations.
The device could actually work and complete the desired outcome with a few major alterations.
The device could actually work and complete the desired outcome with a few alterations.
The device produced actually worked and completed the desired outcome.
______
TOTAL
Comments: Steps 6-8 will be graded as part of the Final
Exam.
______
(out of
80)
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