Science 10 Unit B: Energy Flow in Technological Systems
(Science and Technology Emphasis)
Brief Unit Summary
The first and second laws (conservation and conversion) of thermodynamics have been useful in the
development of modern and efficient energy conversion devices. Though even before these laws were
formalized useful steam powered engines were built. Students investigating mechanical energy
conversions and transfers in systems will recognize that while energy is conserved, useful energy
diminishes with each conversion. Students learn that energy can be observed only when it is being
transferred, and that mechanical energy can be quantified. Energy conservation and conversion
concepts are applied by students to explain energy conversions in natural and technological systems,
and to investigate the design and function of energy conversion technologies.
FOCUSING QUESTIONS
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Does technology ever advance before science? In what cases and why?
How situations led to the formulation of the first and second laws of thermodynamics?
How are distance, velocity, acceleration, force, kinetic energy and work interrelated?
Why are efficiency and sustainability important considerations for energy conversion designs?
RATIONALE
This unit plan was designed to amalgamate knowledge outcomes (SLOs) that were tightly connected
under topics that could be taught more coherently. In total this broke down 27 student learning
outcomes into a much more manageable 7 main ideas that need to be taught. Having the seven topics
brings much more focus to the teaching taking place during each block of time. A pre-assessment is
conducted during the first class to test the knowledge students already possess in order to maximize
time spent on learning new material. As this unit is all about energy we first need to tackle questions
about what energy is and how it can be recognized. Topic 1 is designed to encompass all SLO’s doing just
that. The next logical phase is to study how scientists first recognized energy and how our current
concepts of energy developed. Topic 2 comprises that topic and frames it in the context of the first
practical heat engines, steam engines , and the work of the first Scientist to coin power, James Watt.
Topic 3 follows expanding on Topic 2 with a variety of common day energy transformation technologies.
In Topic 3 the ramifications of the first and second laws of thermodynamics, ideas developed out of
topic 2 are fully recognized as they apply to familiar technologies. Topic 4 switches gears moving from a
conceptual understanding of energy phenomena to a more mathematical quantitative one. In Topic 4
the idea of using parameters that can be measured, like displacement, velocity, acceleration, and force,
to describe a system is advanced but not tied to their final placement in the work and energy paradigm.
Topic 5 builds upon Topic 4 through the use of mathematical relationships of measured quantities to
develop ideas of work, kinetic energy, potential energy and their equivalency. The idea that the
quantities can be calculated quantitatively is advanced. Topic 6 uses what has been learned algebraically
in Topic 5 to construct meaning from graphs. Topic 6 shows the interrelatedness of graphing and
algebraic techniques for problem solving. In Topic 7 the idea expressed by the laws of thermodynamics,
that a device cannot convert 100% of the energy it gets into a useful form is expanded upon to develop
the concept of efficiency. Topic 7 uses the concept of efficiency to discuss the ramifications of these
devices society and the environment; by this point the types of devices that are used as well as the
concepts underlying them and mathematics that govern them are developed in the students minds
allowing them to make educated decisions regarding the costs and benefits of these technologies. Topic
7 finishes with students finally asking the question, “Should we use these technologies , if so,
how?”Which in the end is the question that requires everything else taught in the unit to be understood.
The summative assessments applied in this unit are generally designed to encompass multiple topics
serving to tie the information learned together for cohesive understanding. All topics are tested
multiple times in multiple ways. Topic quizzes are included for topics 1-6 with only Topic 7 not having a
specific quiz as it is very close to the final test and the time is better spent on activities that tie concepts
from the unit together. Questions and review sessions are held just prior to each topic quiz to maximize
understanding and showing on summative assessments. Each topic quiz is handed back to the student
over a short time period and explained to reinforce the learning that has taken place. The lab
components allow for skill development and effective testing of mathematical skill-set while the
performance assessment focuses on testing the big picture conceptual understanding by the end of the
unit. These two types of assessment balance the written quiz and test assessments by testing visual and
kinesthetic learning. All summative assessments, aside from topic quizzes are recorded toward the end
of the unit to allow as much time as possible for student learning to take place prior to assessment,
generating a more accurate evaluation of student learning.
Instruction is provided in using visual kinesthetic and auditory strategies which is meant to advantage all
learners.
LINKS TO OTHER SCIENCE
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heat energy needs and technologies, thermal energy, heat transfer, energy conservation
o Grade 7 Science, Unit C: Heat and Temperature
forces on and within structures, direction of forces
o Grade 7 Science, Unit D: Structures and Forces
transmission of force and motion, simple machines, measurement of work in joules
o Grade 8 Science, Unit D: Mechanical Systems
forms of energy, energy transformation, renewable and nonrenewable energy
o Grade 9 Science, Unit D: Electrical Principles and Technologies
LINKS TO MATHEMATICS
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solving one-step and two-step linear equations
o Grade 8 Mathematics, Patterns and Relations
solving one-step and two-step equations where the unknown quantity is part of a fraction
o Grade 9 Mathematics, Patterns and Relations
solving equations involving squares and square roots
o Grade 8 Mathematics, Number
o Grade 9 Mathematics, Number
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creating and interpreting scatterplots, using experimental data that connects the manipulated and
responding variables
o Grade 9 Mathematics, Statistics and Probability
determining a line of best fit from a scatterplot by inspection; making predictions from the line of best fit
o Grade 9 Mathematics, Statistics and Probability
using algebraic and graphical techniques for analyzing contexts involving variables
o Grade 7 Mathematics, Patterns and Relations
o Grade 8 Mathematics, Patterns and Relations
o Grade 9 Mathematics, Patterns and Relations
using scientific (SI) notation with the help of a calculator
o Grade 8 Mathematics, Number
o Grade 9 Mathematics, Number
Topic Outline – Unit B: Energy Flow in Technological Systems
Topic 1 = Describe evidence for the presence of energy in a variety of forms comprising both
kinetic and potential energy. (1a, 2a,b,c)
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illustrate, by use of examples from natural and technological systems, that energy exists in a
variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)
describe evidence for the presence of energy; i.e., observable physical and chemical changes,
and changes in motion, shape or temperature
define kinetic energy as energy due to motion, and define potential energy as energy due to
relative position or condition
describe chemical energy as a form of potential energy (e.g., energy stored in glucose,
adenosine triphosphate [ATP], gasoline)
Topic 2 = Identify and describe the process that led to the development of the heat engines and
concepts of energy that developed from their observation. (1c,d)


identify the processes of trial and error that led to the invention of the engine, and relate the
principles of thermodynamics to the development of more efficient engine designs (e.g., the
work of James Watt; improved valve designs in car engines)
analyze and illustrate how the concept of energy developed from observation of heat and
mechanical devices (e.g., the investigations of Rumford and Joule; the development of precontact First Nations and Inuit technologies based on an understanding of thermal energy and
transfer)
Topic 3 = Describe Technologies that have been used to convert energy from one form to another,
usefully, in light of the first two laws of thermodynamics.(1b, 3a,b,c,d)

describe, qualitatively, current and past technologies used to transform energy from one
form to another, and that energy transfer technologies produce measurable changes in
motion, shape or temperature (e.g., hydroelectric and coal-burning generators, solar heating
panels, windmills, fuel cells; describe examples of Aboriginal applications of thermodynamics
in tool making, design of structures and heating)
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
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describe, qualitatively and in terms of thermodynamic laws, the energy transformations
occurring in devices and systems (e.g., automobile, bicycle coming to a stop, thermal power
plant, food chain, refrigerator, heat pump, permafrost storage pits for food)
describe how the first and second laws of thermodynamics have changed our
understanding of energy conversions (e.g., why heat engines are not 100% efficient)
define, operationally, “useful” energy from a technological perspective, and analyze the
stages of “useful” energy transformations in technological systems (e.g., hydroelectric dam)
recognize that there are limits to the amount of “useful” energy that can be derived from the
conversion of potential energy to other forms in a technological device (e.g., when the
potential energy of gasoline is converted to kinetic energy in an automobile engine, some is
also converted to heat; when electrical energy is converted to light energy in a light bulb, some
is also converted to heat)
Topic 4 = Describe displacement, velocity and acceleration quantitatively and their relation
qualitatively to force, work, and energy. (2d,e,f,g,h)
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define, compare and contrast scalar and vector quantities
describe displacement and velocity quantitatively
define acceleration, quantitatively, as a change in velocity during a time interval: a=Δv/Δt
explain that, in the absence of resistive forces, motion at constant speed requires no energy
input
recall, from previous studies, the operational definition for force as a push or a pull, and for
work as energy expended when the speed of an object is increased, or when an object is
moved against the influence of an opposing force
Topic 5 = Define gravitational potential using the relations W = Fd = E = mgh. Quantify kinetic
energy in the context of conservation of energy relating to kinetic energy conversion in Joule units.
(2i,j,k,l)
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define gravitational potential energy as the work against gravity
relate gravitational potential energy to work done using Ep= mgh and W = Fd and show that
a change in energy is equal to work done on a system: W=ΔE
quantify kinetic energy using Ek = 1/2 mv2 and relate this concept to energy conservation in
transformations (e.g., for an object falling a distance “h” from rest: mgh = Fd = 1/2 mv2)
derive the SI unit of energy and work, the joule, from fundamental units
Topic 6 = Analyze one dimensional scalar motion both algebraically and graphically showing the
relation among distance, time, velocity and work, force and distance. (2m)
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investigate and analyze one-dimensional scalar motion and work done on an object or
system, using algebraic and graphical techniques (e.g., the relationships among distance, time
and velocity; determining the area under the line in a force–distance graph)
Topic 7 = Explain efficiency quantitatively and apply the concept to fuel sources, thermal devices
and environmental consequences. Discuss current as well as aboriginal perspectives on natural
resources and efficiency. (3e,f,g,h)
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explain, quantitatively, efficiency as a measure of the “useful” work compared to the total
energy put into an energy conversion process or device
apply concepts related to efficiency of thermal energy conversion to analyze the design of a
thermal device (e.g., heat pump, high efficiency furnace, automobile engine)
compare the energy content of fuels used in thermal power plants in Alberta, in terms of
costs, benefits, efficiency and sustainability
explain the need for efficient energy conversions to protect our environment and to make
judicious use of natural resources (e.g., advancement in energy efficiency; Aboriginal
perspectives on taking care of natural resources)
OUTCOMES FOR SCIENCE, TECHNOLOGY, AND SOCIETY (STS) AND KNOWLEDGE – (For Reference As shown in
Program of Study)
Students will:
1. Analyze and illustrate how technologies based on thermodynamic principles were developed
before the laws of thermodynamics were formulated
a) illustrate, by use of examples from natural and technological systems, that energy exists
in a variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)
b) describe, qualitatively, current and past technologies used to transform energy from
one form to another, and that energy transfer technologies produce measurable
changes in motion, shape or temperature (e.g., hydroelectric and coal-burning
generators, solar heating panels, windmills, fuel cells; describe examples of Aboriginal
applications of thermodynamics in tool making, design of structures and heating)
c) identify the processes of trial and error that led to the invention of the engine, and
relate the principles of thermodynamics to the development of more efficient engine
designs (e.g., the work of James Watt; improved valve designs in car engines)
d) analyze and illustrate how the concept of energy developed from observation of heat
and mechanical devices (e.g., the investigations of Rumford and Joule; the development
of pre-contact First Nations and Inuit technologies based on an understanding of thermal
energy and transfer)
2. Explain and apply concepts used in theoretical and practical measures of energy in
mechanical systems
a) describe evidence for the presence of energy; i.e., observable physical and chemical
changes, and changes in motion, shape or temperature
b) define kinetic energy as energy due to motion, and define potential energy as energy
due to relative position or condition
c) describe chemical energy as a form of potential energy (e.g., energy stored in glucose,
adenosine triphosphate [ATP], gasoline)
d) define, compare and contrast scalar and vector quantities
e) describe displacement and velocity quantitatively
f) define acceleration, quantitatively, as a change in velocity during a time interval
g) explain that, in the absence of resistive forces, motion at constant speed requires no
energy input
h) recall, from previous studies, the operational definition for force as a push or a pull, and
for work as energy expended when the speed of an object is increased, or when an
object is moved against the influence of an opposing force
i) define gravitational potential energy as the work against gravity
j) relate gravitational potential energy to work done using Ep = mgh and W = Fd and show
that a change in energy is equal to work done on a system: ∆Ε W
k) quantify kinetic energy using Ek = 1/2 mv2 and relate this concept to energy conservation
in transformations (e.g., for an object falling a distance “h” from rest: mgh = Fd = 1/2
mv2)
l) derive the SI unit of energy and work, the joule, from fundamental units
m) investigate and analyze one-dimensional scalar motion and work done on an object or
system, using algebraic and graphical techniques (e.g., the relationships among distance,
time and velocity; determining the area under the line in a force–distance graph)
3. Apply the principles of energy conservation and thermodynamics to investigate, describe and
predict efficiency of energy transformation in technological systems
a) describe, qualitatively and in terms of thermodynamic laws, the energy transformations
occurring in devices and systems (e.g., automobile, bicycle coming to a stop, thermal
power plant, food chain, refrigerator, heat pump, permafrost storage pits for food)
b) describe how the first and second laws of thermodynamics have changed our
understanding of energy conversions (e.g., why heat engines are not 100% efficient)
c) define, operationally, “useful” energy from a technological perspective, and analyze the
stages of “useful” energy transformations in technological systems (e.g., hydroelectric
dam)
d) recognize that there are limits to the amount of “useful” energy that can be derived
from the conversion of potential energy to other forms in a technological device (e.g.,
when the potential energy of gasoline is converted to kinetic energy in an automobile
engine, some is also converted to heat; when electrical energy is converted to light
energy in a light bulb, some is also converted to heat)
e) explain, quantitatively, efficiency as a measure of the “useful” work compared to the
total energy put into an energy conversion process or device
f) apply concepts related to efficiency of thermal energy conversion to analyze the design
of a thermal device (e.g., heat pump, high efficiency furnace, automobile engine)
g) compare the energy content of fuels used in thermal power plants in Alberta, in terms
of costs, benefits, efficiency and sustainability
 explain the need for efficient energy conversions to protect our environment and to
make judicious use of natural resources (e.g., advancement in energy efficiency;
Aboriginal perspectives on taking care of natural resources)
SKILL OUTCOME
Initiating and Planning
Students will:
1. Ask questions about observed relationships, and plan investigations of questions, ideas,
problems and issues
a) design an experiment, identifying and controlling major variables (e.g., design an experiment
involving a combustion reaction to demonstrate the conversion of chemical potential energy to
thermal energy)
b) formulate operational definitions of major variables (e.g., predict or hypothesize the conversion
of energy from potential form to kinetic form, in an experiment using a pendulum or free fall)
Performing and Recording
Students will:
2. Conduct investigations into relationships between and among observable variables, and use a
broad range of tools and techniques to gather and record data and information
a) Carry out procedures, controlling the major variables and adapting or extending procedures
(e.g., perform an experiment to demonstrate the equivalency of work done on an object and the
resulting kinetic energy; design a device that converts mechanical energy into thermal energy)
b) compile and organize data, using appropriate formats and data treatments to facilitate
c) interpretation of the data (e.g., use a computer-based laboratory to compile and organize data
from an experiment to demonstrate the equivalency of work done on an object and the resulting
kinetic energy)
d) use library and electronic research tools to collect information on a given topic (e.g., compile
information on the energy content of fuels used in Alberta power plants; trace the flow of energy
from the Sun to the lighting system in the school, identifying what changes are taking place at
each stage of the process)
e) select and integrate information from various print and electronic sources or from several parts
of the same source (e.g., create electronic documents, containing multiple links, on using
alternative energy sources, such as wind or solar, to generate electricity in Alberta; relate the
importance of the development of effective and efficient engines to the time of the Industrial
Revolution and to present-day first-world economics)
Analyzing and Interpreting
Students will:
3. Analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
a) compile and display evidence and information, by hand or using technology, in a variety of
formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., plot distance–
time, velocity–time and force–distance graphs; manipulate and present data through the
b)
c)
d)
e)
f)
g)
h)
selection of appropriate tools, such as scientific instrumentation, calculators, databases or
spreadsheets)
identify limitations of data or measurement (e.g., recognize that the measure of the local value
of gravity varies globally; use significant digits appropriately)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships
among variables (e.g., interpret a graph of changing kinetic and potential energy from a
pendulum during one-half of a period of oscillation; calculate the slope of the line in a distance–
time graph; analyze a simple velocity–time graph to describe acceleration; calculate the area
under the line in a force–distance graph)
compare theoretical and empirical values and account for discrepancies (e.g., determine the
efficiency of thermal energy conversion systems)
state a conclusion based on experimental data, and explain how evidence gathered supports or
refutes the initial hypothesis (e.g., explain the discrepancy between the theoretical and actual
efficiency of a thermal energy conversion system)
construct and test a prototype of a device or system, and troubleshoot problems as they arise
(e.g., design and build an energy conversion device)
propose alternative solutions to a given practical problem, identify the potential strengths and
weaknesses of each and select one as the basis for a plan (e.g., assess whether coal or natural
gas should be used to fuel thermal power plants in Alberta)
evaluate a personally designed and constructed device on the basis of self-developed criteria
(e.g., evaluate an energy conversion device based on a modern or traditional design)
Communication and Teamwork
Students will:
4. Work as members of a team in addressing problems, and apply the skills and conventions of
science in communicating information and ideas and in assessing results
a) select and use appropriate numeric, symbolic, graphical and linguistic modes of representation
to communicate ideas, plans and results (e.g., use appropriate scientific [SI] notation,
fundamental and derived units; use advanced menu features within a word processor to
accomplish a task and to insert tables, graphs, text and graphics)
b) work cooperatively with team members to develop and carry out a plan and to troubleshoot
problems as they arise (e.g., develop a plan to build an energy conversion device, seek feedback,
test and review the plan, make revisions, and implement the plan)
ATTITUDE OUTCOME
Interest in Science
Students will be encouraged to:
Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., apply concepts learned in the classroom to everyday
phenomena related to energy; show interest in a broad scope of science-related fields in which energy
plays a significant role)
Mutual Respect
Students will be encouraged to:
Appreciate that scientific understanding evolves from the interaction of ideas involving people with
different views and backgrounds (e.g., appreciate Aboriginal technologies of the past and present that
use locally-available materials and apply scientific principles; recognize that science and technology
develop in response to global concerns, as well as to local needs)
Scientific Inquiry
Students will be encouraged to:
Seek and apply evidence when evaluating alternative approaches to investigations, problems and
issues (e.g., assess problem using a variety of criteria; respect alternative solutions; honestly
evaluate limitations of their designs; be persistent in finding the best possible answer or solution to a
question or problem)
Safety
Students will be encouraged to:
Show concern for safety in planning, carrying out and reviewing activities (e.g., demonstrate concern for
self and others in planning and carrying out experimental activities and the design of devices; select safe
methods for collecting evidence and solving problems)
Stewardship
Students will be encouraged to:
Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a
sustainable environment (e.g., recognize that their choices and actions, and the choices and actions that
technologists make, can have an impact on others and on the environment)
Collaboration
Students will be encouraged to:
Work collaboratively in carrying out investigations and in generating and evaluating ideas
(e.g., select a variety of strategies, such as group brainstorming, active listening, paraphrasing and
questioning, to find the best possible solution to a problem; work as a team member when assigning and
performing tasks; accept responsibility for problems that arise)
EVALUATION
This unit is worth 25% and will be evaluated in the following manner:
Formative Assessments
Assignments, Projects, Labs, Textbook questions.
Summative Assessments
Unit Test-----------------------------Quizzes -----------------------------Performance Task------------------Labs ----------------------------------
30%
45%
15%
10%
Total --------------------------------------------- 100%
Unit Summative Assessment Plan (Science 10)
Name: Jared Nieboer Grade/Subject: Science 10
Unit: B: Energy Flow in Technological systems
Learning Outcomes
(GLOs/SLO #s)
Assessments
1. Lab
(5%)
April 4
2. Pendulum
Lab
(5%)
April 11
3. Topic
Quizzes
(45%)
4.Presentation/Report
(15%)
April 10
5. Unit B:
Test
30%
April 15
Total
100%
1.
Topic 1 (K1a, K2a, K2b, K2c)
X
X
X
X
X
5X
2.
Topic 2 (K1c, K1d)
3.
Topic 3 (K1b, K3a, K3b, K3c, K3d)
X
X
X
X
X
X
X
X
X
X
5X
5X
4.
Topic 4 (K2d, K2e, K2f, K2g, K2h)
X
X
X
X
4X
5.
Topic 5 (K2i, K2j, K2k, K2l)
X
X
X
X
4X
6.
Topic 6 (K2m)
X
X
X
3X
7.
Topic 7 (K3e, K3f, K3g, K3h)
X
2X
X
Daily outline plan: Science 10: Unit B: Energy Flow in Technological Systems
Mar 18- April 16 = 22 classes – 90 minute classes
Class date
1
Topic
M18 1
2
M19 1
3
M20 1, 2
Time
(min)
30
60
90
30
60
90
30
60
90
4
M21 1, 2
30
60
90
60
90
5
M24 2,3
30
60
90
6
M25 3
30
60
7
M26 3,4
90
60
90
30
60
Activites, questions, Information (DI = Direct instruction)
Demo – Elastic Band Energy – pg 59 Bosak
Topic 1 Introduction DI (pg 138 -141,150-151,166-168, 174 Scifo)
Video 1 forms of energy – Video Routines Reinforcement
Discussion and questions (pg 158-160 scifo)
Significant Digits & Decimal Places -DI
Rules (practice) 492-493 scifo questions 493
Worksheet – Review of Sig Digs
Review Worksheet Sig digs, questions
Review student difficulties with Topic 1 (student discussion)
What causes the water to rise – tik -37
Introduce steam engines pg -142-147 scifo
Video-James watt and the steam engine with discussion
W = F∆d Definitions and calculation of work questions 154 – 155
“GRASP” – problem solving
Topic 1 quiz – forms of energy / significant digits
Demo – The live Balloon – 36 tik
Review questions from prior class
Continue worksheets on work calculation practice
Concepts of energy pg 150-163/ Questions pg 163 scifo
Questions pg 163 scifo
First two laws of thermodynamics how they came about form
observation 160 – 162, 172 – 173 scifo
Topic 2 quiz
Review Topic 1 quiz
Topic 3 introduction Di – devices that use energy
Demo – Incandecent light bulb – vs fluorescent light
Discussion on devices that use energy
Internal combustion engines as heat engines pg 164 - 166
Questions pg 170 – 171 scifo
Review pg 166-168
Quesion review
Di – Ramifications of the first and seconds laws of thermodynamics
why 100% efficiency is impossible
FNMI – Aboriginal Understandings of thermodynamics use of heat
in tools and structure making
Operationally useful energy, Workings of hydrodams
Video – hydroelectric dams
Discussion on ideas presented
Topic 3 quiz
Review Topic 2 quiz
DI – Introduction of topic 4 (chapter 5 scifo-energy and motion)
90
8
M27 4
9
M28 4
30
60
90
30
60
90
10
11
M31 4
A1
4
30
60
90
30
60
90
12
A2
4,5
30
60
90
13
14
A3
A4
5
5
30
60
90
30
60
90
15
A7
5
30
60
90
16
A8
5,6
30
60
90
DI – The SI unit system & unit conversion (review math)
DI- Scalar and vector Quantities 176 scifo
Worksheet on identifying scalars & SI unit system
DI - Distance and displacement 177 – 181 Scifo
Find out Activity – Analyzing distance and displacement
Questions pg 181 scifo
Review Topic 3 quiz
DI – Speed & Velocity 181- 186 scifo
Questions pg 184-185 scifo
Find out Activity – Measuring Velocity in one dimension pg 186
scifo
Review of questions from class before
Demo – Object Under Acceleration (due to gravity)
Di – Definition and calculation of acceleration pg 189 – 193 scifo
Questions Practice problems pg 192-193
Review of Questions from previous Class
DI - Review of Force – units Newtons What force is
F = ma = units kg m/s2 in SI units = Newton (209 scifo)
Idea - force – increase the speed of an object
Revisit W=F∆d and W = ∆E
Topic 4 Review questions pg 196 Check your understanding scifo
Topic 4 quiz
DI – Introduction to Topic 5 Energy and motion pg 197 – 219 scifo
DI – SI UNITs for Energy = W = F∆d = mgh = 1/2mv2 = kg m2/s2
Pg 209-210 scifo
Kinetic Energy questions pg 199 -200 scifo
Review Questions from last class
Review Work relation to kinetic energy pg 200 scifo
Find out activity – driving safely –
continued
Review Questions from last class
DI – Potential Energy what is it? (pg205 – 219) scifo
Recap energy forms pg 205 – 209 Scifo
Gravitational potential energy E = mgh link to hydro eclectricity
Practice problems pg 212, check understanding pg 216 scifo
Review problems from last class
DI – E = mgh = 1/2mv2 – utilizing formula to calculate for variables
Think& Link _ Investigations Free-fall pg 215 scifo
Worksheet questions based upon DI – E = mgh = 1/2mv2
Start Chapter 5 review questions pg218 – 219 scifo
Review of topic 5 questions
Topic 5 Quiz
DI – Introduction to Graphing motion 187-190, 193-194 scifo
- Plotting a Velocity-Time Graph (Example Problem B1.10)
Pg 154 – Check and Reflect – 1,5-9, 10 (adwes)
Positive and Negative Acceleration – LM4 (adwes)
Graphical Analysis of Accelerated Motion – LM 5 (adwes)
17
18
19
A9
A10
A11
6
30
6
60
90
30
7
60
90
30
60
90
20
A14
7
30
60
21
A15
1-6
90
30
60
90
22
A16
all
30
60
90
Start Worksheet graphing motion
Finish worksheet graphing motion
Review graphing worksheet
DI–Graphical Methods for Determination of Work pg155-158 scifo
Worksheet Graphing work
Review Graphing work -worksheet
Review Graphing concepts
Topic 6 quiz
Review Topic 5 Quiz
DI – Introduction Topic 7 – Chapte 6 pg221-245 Scifo
Efficiency, calculation and meaning pg222- 227 scifo
Examples 225 – 226 scifo
Practice questions – pg 227 scifo
Review Topic 6 quiz
Review questions from class before
DI – Energy Efficiency and the Environment pg 232-239 scifo
Find out activity – design a heat exchanger pg 240
Check your understanding pg 242 scifo
Chapter 6 review questions pg 244-245 scifo
Topic 1 Review ( Discussion)
Topic 2 Review question
Topic 3 Review questions
Topic 4 Review questions
Topic 5 Review questions
Topic 6 Review questions
Topic 7 Review discussion
UNIT B: TEST
UNIT B: TEST continued
UNIT B: TEST continued
NOTE – Both Skill and Attitude Outcomes are integrated on a daily basis and are
involved in all labs.
LEARNING RESOURCES
Addison Wesley SCIENCE 10 (2005) – Pg 123-237 (Adwes)
Addison Wesley Science 10: Teacher Resource (2005)
Science Focus 10 (2004) – Pg 140-253 (Scifo)
Science Focus 10: Teacher Resource Manual (2004)
Science Inquiry : Second Edition – Tik. L Liem
Science is (2000) Susan V. Bosak
Internet Resources
Forms of Energy Video - http://www.youtube.com/watch?v=_v0sSw2sHKg
James Watt and the Steam Engine Video - http://www.youtube.com/watch?v=EVomz8TXrqE
Hydroelectric dams – useful energy conversion - http://www.youtube.com/watch?v=dssQsYXqPIw
Materials and Equipment – This list is modified due to protraction of
schedule
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Library, class set of computers – Performance Assessment – April 9
Popsicle sticks, ping pong balls, spoons, elastics – Lab – March 28
Meter sticks, string, golf balls, tape – Pendulum lab - April 8
Potential Energy – Elastic Band – March 4
Balloon, Bottle Bowl – thermal energy - March 10
Incandescent bulb, fluorescent bulb – efficiency – March 11
Popsicle sticks, nails, dowel, plastic spoons, tape, corks, empty milk containers – energy
conversion devices – March 13
Ball – acceleration – March 19
Cardboard, plastic bags, string, tape, cart – kinetic energy – March 25