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SPH3U

D. Energy and Society

SUMMARY OF UNIT 3:

Students will demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and

its transfer as heat. They will investigate energy transformations and the law of conservation of energy, and solve related problems. They will analyze

technologies that apply principles of, and concepts related to energy transformations, and assess the technologies' social and environmental impact.

Overall Expectations:

- D1. analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies social and environmental

impact;

- D2. investigate energy transformations and the law of conservation of energy, and solve related problems;

- D3. demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its

transfer (heat).

SUMMARY OF EXPECTATIONS:

The following chart is a summary of all of the expectations in the Energy and Society strand. Not all of them were used in my Unit plan, but the majority of them

were.

Expectation Key/Minor

Rational

D1.1

Key

Both of these are under the Relating Science to Technology, Society, and the Environment. Only D1.2 is incorporated in my lesson

plan. Ideally both of them would be included because I think they are important aspects (looking at the big picture), but due to

D1.2

Key

time and all of the topics, only one of them can be included.

D2.1

Key

It is important to use the correct terminology in all of the lessons. Knowing what to do is half the battle, you need to be able to

understand what the terms are.

D2.2

Key

Solving problems related to work, force, and displacement alone the line of force is a rather important part of chapter 5. Those

concepts are needed in order to fully grasp the idea of energy and understand it. It is the foundation of the energy part since the

kinetic energy equation is derived from the mechanical work equation.

D2.3

Key

Using the Law of Conservation of Energy to solve problems in simple situations is one of the biggest parts of the whole Energy unit

in my opinion. I incorporates kinematics, work, potential and kinetic energy, and thermal energy. Its what all of chapter 5 is really

about. If student dont know these concepts then they dont know chapter 5. Practicing problems are the best way to learn and

understand material.

D2.4

Minor

Planning and conducting inquiries on potential and kinetic energy could be useful, but its not required in order for the students to

grasp these topics. Practicing using the equations is sufficient in my opinion for the students to understand these terms fully.

D2.5

Minor

Although I went over power in the unit plan, I dont think that its that important as the rest of the unit never touches on it again.

You can go through the entire unit and not see Power except for the one section in chapter 5.

D2.6

Minor

D2.7

Minor

D2.8

Key

D2.9

Key

D2.10

Key

D2.11

Minor

D3.1

Key

D3.2

Key

D3.3

Key

D3.4

Minor

D3.5

Key

D3.6

Minor

D3.7

Key

D3.8

Minor

D3.9

Minor

D3.10

Key

D3.11

D3.12

Key

Minor

Since I dont think Power is of great importance to the whole Unit, I dont think conducting inquires based on power is of great use

of time. Power is only seen in one section of chapter 5 and then never again for the unit.

Its a great idea to go over and touch on the input energy, useful output energy and per cent efficiency, but I dont think they are

key expectations. Theyre more of additional information that is helpful in understanding the real world. Touching on it is good

enough.

This Unit is about Energy and the Society, so I think its a big deal to know and understand the Law of Conservation of Energy.

Using the mass-energy equivalence is quite helpful in solving problems and grasping the concept.

Specific heat capacity is a rather important concept in energy. It is used in the main equation Q = mcT, where c is the specific

heat. The students must be able to solve problems relating to specific heat and understand when to use the other sub equations

of specific latent heat.

Changes in temperature and changes in state are important concepts as they use the main equation of chapter 6, which is Q =

mcT.

The heating and cooling graphs are minor. They can read over it, do a problem or two about it, and that should be fine. Theyre

might be one multiple choice question on it in an exam, but thats about it. Its not an important big idea, just something that is

taught to help understand vaporization and condensation.

This Unit is about Energy and the Society, so I think its a big deal to know and understand the Law of Conservation of Energy.

They definitely should be able to describe a variety of energy transfers and transformations relating to it.

Work is important in understanding Energy. Therefore knowing the interrelationships between them will aid in understanding the

unit.

Knowing the terms and concepts outlined are what energy encompasses, and therefore is key in fully understanding what energy

is. You cant go through this Unit and not know what kinetic energy, potential energy, specific heat capacity, etc. are.

Knowing how to quantify efficiency isnt a key concept in energy. Knowing how to and the relationship is useful in understanding

the big picture, but its not needed to understand the Unit.

Work is the backbone to Energy, and therefore is important. Knowing the conditions required for work to be done are key points

in chapter 5 and in understanding energy.

Nuclear fission and fusion are great things to know to understand the big picture, but they are not key. The unit can be taught

without this if time is crucial.

The kinetic-molecular theory is an important concept to know and understand as it helps to understand the different states and

what happens. This is important later on in the vaporization and condensation parts of the unit.

Knowing the terms conduction, convection, and radiation is useful in understanding the real life applications of energy, but they

are not a key component. They just need to be touched on quickly, and do not require a lot of time.

The students should already know the structure of isotopes, and therefore this expectation should only be included as a minor

one. You are not spending a lot of time on it. Maybe a sentence or two to review.

Chapter 7 is short, but I think this expectation is the most important. Covering alpha, beta and gamma ray characteristics should

be done. They are used in other classes, and would be useful knowledge.

Halflife is studied and mentioned in many classes, and so I think going over this concept is important and should be done.

This expectation is not key in the energy Unit. Energy transformations in a nuclear power plant are interesting, but if time is

crucial, this part can be eliminated.

The use of assessment to improve student learning and to help students become independent learners requires teachers and students to acknowledge

and execute a fundamental shift in how they perceive their roles in the learning process.

The methods of assessment and evaluation include a variety of strategies to ensure that all students are able to meet the specific expectations outlined

in this unit. Activities, quizzes, labs, exit tickets, class discussions and the unit test are used to make sure that students are constantly learning the concepts and

reviewing the concepts so that when it comes to a test, they are comfortable with them. Assessing students work is done regularly to ensure that students do

not fall behind and/or have lack of understanding of the concept.

Assessment for learning is when teachers provide students with descriptive feedback and coaching for improvement. It is diagnostic and formative.

Formative assessment is ongoing in the classroom and involves both the teacher and the student in a process of continual reflection and review about progress.

Examples of assessment for learning that Ive incorporated in my unit plan are graphic organizers (wallpaper poster), Think-Pair-Share, exit tickets, a lab

investigation, quizzes, oral presentations, and their research activities.

Assessment as learning is about helping the students develop their capacity to be independent, autonomous learners who are able the set individual

goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. This assessment is formative and ongoing in the classroom. It

provides students with information on their own achievement and prompts them to consider how they can continue to improve their learning. Assessment as

learning that Ive incorporated in my Unit Plan are their exit tickets, homework competency, group discussions, and their behaviour (staying on task).

Assessment of learning are summative assessments that occur at the end of the year of key stages. This includes my Unit Test which I will be giving at the

end of Unit 3. It will highlight and summarize the important and key points that we have gone through and learned throughout the Unit. There will also be an

exam which will happen at the end of the semester that includes all of the Units.

Reference:

N.A. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. First Edition, Grades 1 to 12. Ministry of Education. 2010.

The teacher should ensure that all the material taught are appropriate for all students. These materials accommodate the needs of all students, including those

who require extra help, practice and reinforcement and those who require more challenges. The teacher should ensure that students have access to resources

needed to complete their work (e.g., equipment, research materials, manuals, peer tutors) at all times. The following are ways in which the activity can be

modified to accommodate students individual needs:

Provide extra time for those with exceptional learning needs.

Pair and group students according to abilities such that stronger students are given more challenging problems while weaker students can have more

guidance from the teacher.

Provide support as needed for those students who benefit from direct one-to-one teacher help.

In order to help students with special needs, choose a suitable modified problem set.

For students who have IEPs or difficulty focusing in the class, provide them with extra attention to help them. Move disruptive students.

Students can work individually or in pairs. In pairs they can help support each other and share knowledge.

For students who finish early, assign them extra problems to work on that are more challenging.

Achievement Chart Criteria

KU

Knowledge and Understanding

TI

Thinking and Investigation

C

Communication

A

Application

Day Topic

1

5.1 Work

Curriculum Expectation

D2.2 solve problems relating to

work, force, and displacement

along the line of force [AI]

Instructional Strategies

Hook: With their elbow partner, have the students come up with various types of work (mopping,

pulling a suitcase, etc.). Make a word web either on tagxedo.com or by writing on the board. Ask

the student which of those involve a force making an object move. Let them see if they see a

pattern. Explain that the ones that do not involve a force are actually not work.

Lesson: Use the equation W = Fa(cos )d to calculate the amount of mechanical work done on an

object. There are three situations in the textbook which are important. They include work done

when force and displacement are in the same direction, work done when force and displacement

are in different directions, and work done when a force fails to displace an object. For each

scenario the student need to give an example of when each of those situation may happen, along

with neat sketches and the angle of which the situations happen. Have English language learners

refer back to Tutorials 1-4 and create additional practice problems for each, using the appropriate

physics terms to describe the forces, motion, and work involved in each scenario.

Assessment/evaluation: Mini Investigation on Human Work in the textbook on page 228. Materials

needed are a scale, textbook, tape measure/meter stick, desk, shoe (per partners). Questions A, B,

and C are all [T/I] and are work two marks each. Have them also answer questions 1-11 on page

229 for homework.

5.2 Energy

conservation of energy to solve

problems in simple situations

involving work, gravitational

potential energy, kinetic energy,

Consolidation: Handing in the Mini Investigation questions and writing one thing on the back that

they found interesting.

Hook: Video 3.44 minutes long on energy, potential energy, and kinetic energy.

https://www.youtube.com/watch?v=T5WJoup-RD8 Have the students watch it and ask them to

think about one example of potential energy and one example of kinetic energy.

Lesson: Students should learn that gravitational potential energy of an object relative to a certain

reference level is the same as the work required to lift the object vertically to its present position.

transfer (heat) [AI]

They need to be taught the kinetic and potential energy equations and know when to use them.

The lesson should cover defining gravitational potential energy in terms of its height, mass, and

the force of gravity and it should cover defining an objects kinetic energy in terms of its mass and

speed.

Assessment/Evaluation: Have students break up into groups of 4. Have the groups do a ticket out

the door with a few assigned questions to see if they grasped the concept of potential and kinetic

energy. Have each group write the answer (with a step by step solution) to one of the problems on

chart paper to share the answer to the rest of the class. Have students do questions 1-6 in the

textbook on page 235 as homework.

5.3 Types of

Energy and the

Law of

Conservation of

Energy

conservation of energy to solve

problems in simple situations

involving work, gravitational

potential energy, kinetic energy,

and thermal energy and its

transfer (heat) [AI]

D2.8 investigate the

relationship between the

concepts of conservation of

mass and conservation of

energy, and solve problems

using the mass energy

equivalence [PR, AI]

Consolidation: The ticket out the door is the students presenting/writing their solution on chart

paper to one problem. They dont know which one they will be presenting until half way through

the activity so that they can work on all of them.

Hook: Video on Conservation of Energy using a swinging weight (pendulum)

https://www.youtube.com/watch?v=EZNpnCd4ZBo Have the students openly in a class discussion

talk about what they think happened and why it happened.

Lesson: Have students do a Do Now on one questions which involves calculating the velocity,

kinetic and potential energies of a ball falling. Read out loud the various types of energy in the

chart on page 236. For each type, ask the students to name applications or examples that are not

mentioned in the text. Go over the Law of Conservation of Energy and have them make note of it

in there notes. Theres an example of the energy transformations in the text of a diver at different

stages of the dive. You may use this example (changing the numbers) to convey the Law of

Conservation of Energy or you may use another example like a roller coaster. Have them do the

math and work out the answers to each part so that they can fully grasp the concept. Bounce a ball

and have the students explain the Law of Conservation of Energy and how things like thermal

energy being dispersed plays a role. Have ELL students create index cards with vocabulary and

definitions thus far in the unit.

Assessment/Evaluation: Have a SmartBoard sorting activity where the students are sorting various

applications/examples of energy into the form (whether its kinetic or potential energy). Have

students do questions 1-4 on page 241 in their textbook for homework.

5.4 Efficiency,

Energy Sources,

and Energy

Conservation

input energy, useful output

energy, and per cent efficiency

of selected energy generation

Consolidation: have the students write down the Law of Conservation of Energy on a cue card

without the use of their notes. Have them hand it in.

Hook: Pose these questions (leading to a discussion) to the class What do you think is the most

effective change that society could make to conserve energy? Do you think the main responsibility

for energy conservation rests with the government or individuals?

thermal, geothermal, nuclear

fission, nuclear fusion, wind,

solar) [AI, C]

Lesson: This lesson is focusing on efficiency, and examples of where energy related technologies

were developed and improved over time. Have students get into a group of 6 and do a jigsaw on

the 6 breakdowns of the sources of energy on page 245 (each group becomes an expert on their

section, then splits based on their numbering off and educates the other groups on their topic).

Assessment/Evaluation: Walking around and observing the discussion and presentation of the

jigsaw. There will be a pop quiz today with 10 multiple choice questions on sections 5.1-5.3. The

quiz should take 10-15 minutes max. Have students do questions 1-7 on page 249 in their textbook

for homework.

5.5 Power

6.1 Warmth

and Coldness

6.2 Heat

the relationship between

power, energy, and time [AI]

D3.2 explain the concepts of

and interrelationships between

energy, work, and power, and

identify and describe their

related units

energy transfers and

transformations, and explain

them using the law of

conservation of energy

D3.3 explain the following

concepts, giving examples of

each, and identify their related

units: thermal energy, heat

D3.8 distinguish between and

provide examples of

Consolidation: Have students come up with a list of 5 things they think they can do at home to

conserve energy. Have them share with their elbow-partner.

Hook: Have students read the introductory paragraphs about Power. Ask, Why is the power used

in walking up the steps different, even though the change in energy is the same in both cases?

ANS: The time interval for the energy change is different.

Lesson: This lesson should define power, and the students should be able to calculate one of the

following given the other two: power, work, and time. Have them do problems.

Assessment/Evaluation: The students will complete the Mini Investigation on Human Power on

page 251 in the textbook. Have them work in pairs. The materials needed are a scale, staircase,

and one meter stick and stopwatch per pair. Have the students complete parts A-D which are all

[T/I] and hand them in. Parts A and B are worth one mark each and parts C and D are worth 2

marks each. Questions are done individually and handed in the same day. Questions for homework

are on page 254 numbers 1-4. Have students do a whip around activity. Have them form a circle

and toss a ball from one person to another stating one thing that they have learned in todays

class.

Consolidation: The Whip Around activity.

Hook: Perform the Mini Investigation on Will it Pop? on page 269 of the textbook as a demo.

After, have the students answer question A, which is [T/I] out loud in a class discussion.

Lesson: Pose this questions to the class: What is the difference between a cold egg and a hot egg?

How can we accurately measure the warmth and coldness of objects? ANS: Warmth and coldness

are produced by the vibrations of atoms and molecules.

This lesson will explain what the Kinetic Molecular Theory is, discussing figure 2 on page 271 and a

guide. It will them go over thermal energy. Pose these questions to the students: If I had two

objects made out of the same substance, their mass was the same, and they were both at 22C, do

you think they would have the same amount of thermal energy? ANS: Yes.

radiation

What if I had a 2.0g nail and a 1.0g nail at 22C. Would they have the same amount of thermal

energy? ANS: No, The 2.0g nail has twice as many vibrating iron atoms, so it has twice the amount

of thermal energy.

The lesson will them go into section 6.2 heat, thermal conduction, and the 3 different ways

thermal energy can be transferred.

Assessment/Evaluation: The questions posed during the lesson are also a form of assessment.

Homework is Pg 274 #1-4, 6,7 Pg 280 #1-5 Pg 310 # 1-4, 23-27.

6.3 Heat

Capacity

concepts, giving examples of

each, and identify their related

units: thermal energy, heat,

specific heat capacity

D2.10 solve problems involving

changes in temperature and

changes of state, using algebraic

equations. [AI, C]

D2.9 conduct an inquiry to

determine the specific heat

capacity of a single substance

(e.g., aluminum, iron, brass) and

of two substances when they

are mixed together (e.g., the

heat lost by a sample of hot

water and the heat gained by a

sample of cold water when the

two samples are mixed

together) [PR]

D2.1 use appropriate

terminology related to energy

transformations, including, but

Consolidation: This will be the the Mini Investigation as a demo on page 278 on Observing

Convection. During this demo I will ask the students to predict what will happen when:

1. A bottle of water containing hot water and yellow dye is upturned on a bottle of water

containing cold water and blue dye.

2. A bottle of water containing cold water and blue dye is upturned on a bottle of water

containing hot water and yellow dye.

From the lecture, they should be able to predict what will happen and why it happened.

Hook: The hook today will be a question thats posed to the students. If you were to warm a pot

of water it takes a relatively long time to warm up. However, if you were to warm up the same

amount of oil in the same heating condition, the oil would warm up faster than the water. If they

were then both left to cool, the oil would cool down faster than the water. Have you ever

wondered why different substances warm up and cool down at different rates?

Lesson: Todays lesson will cover understanding specific heat capacity and knowing where in the

textbook the chart is for it. Then it will move on to the Quantities of Heat equation where specific

heat capacity is needed to calculate it (Q = mcT). Then provide two examples of using this

equation. Then the lesson will move on to the Principal of thermal energy exchange. Have the

student know that:

The energy released by the warmer object (Qreleased)

- Its a negative number since T is negative

The energy absorbed by the colder object (Qabsorbed)

- Its a positive number since T is positive

Qreleased + Qabsorbed = 0

Provide two examples again of using this equation.

Assessment/Evaluation: Give students a worksheet on todays lesson to have them hand in next

class. Have the students do page 287 #1-9 and page 310 #5, 9, 10, 31-35 for homework.

Consolidation: Here I will just summarize the main points in the lesson. I will look at the success

criteria and ask them if they all feel comfortable with these points. This is a time they can also ask

me questions if they need something clarified.

6.4 States of

Matter

6.5 Heating

and Cooling

Systems

capacity, temperature

D2.10 solve problems involving

changes in temperature and

changes of state, using algebraic

equations [AI, C]

D2.11 draw and analyze heating

and cooling curves that show

temperature changes and

changes of state for various

substances. [AI, C]

D3.1 describe a variety of

energy transfers and

transformations, and explain

them using the law of

conservation of energy

Hook: The hook is a 5 minute video from YouTube about the States of Matter It shows how glass

can change from solid to fluid and back again. https://www.youtube.com/watch?v=HAPc6JH85pM

Then, I would do a demo on the imploding can. A video of the demo can be found at

http://www.stevespanglerscience.com/lab/

experiments/incredible-can-crusher (The pressure inside the can is much less than outside the can,

since volume inside is reduced, causes the can to get crushed by the external air pressure.)

Lesson: This lesson focuses on the states of matter, and touches on heating/cooling systems. It

goes over heating and cooling graphs, knowing how to draw them and analyze them. Then the

lesson will cover latent heat, latent heat of fusion, latent heat of vaporization, specific latent heat,

specific latent heat of fusion, and specific latent heat of vaporization. In order for student to grasp

these concepts in a more interactive way, I will have them split up into 6 groups, and have them do

a wallpaper poster of one of the six terms they were assigned. This will include the term,

definition, and a symbol/picture that will help them remember it. This lesson will also introduce

the equations:

Q = mL

Q = mLf (for substances that are melting or freezing)

Q = mLv (for substances that are boiling or condensing)

Lastly, it will quickly go over conventional heating and cooling systems, as well as geothermal

systems.

Assessment/Evaluation: Give student a situation and have them draw the heating/cooling graph of

this situation. Have them hand it in. Have the students do questions 5-9 on page 295 and 37-45 on

page 311 for homework.

6.6 Explore an

Issue in Thermal

Energy

research, how technologies

related to nuclear, thermal, or

geothermal energy affect

society and the environment

(e.g., thermal regulating units,

radiopharmaceuticals,

dry-steam power plants,

ground-source heat pumps) [IP,

PR, AI, C]

http://www.collaborativelearning.org/statesofmatter.pdf

In todays class the student will be placed into groups of 6 (assume 24 students in total). They will

then have 40 minutes to use their laptops/technology to complete the goal on page 301 in the

Explore and Issue in Thermal Energy. The goal is to advise your clients on the pros and cons of

geothermal heating and cooling systems so that they can decide if they should include such a

system in their new home design. The last 30 minutes of the class the groups will present their

findings (7 mins per groups). Theres 6 people per group because there are a lot of things that

need to be found, and they also have to present.

Assessment/evaluation: The presentations that the groups will do. It will be marking on creativity,

how realistic/great the idea and advice was, and their research.

10

11

Chapter 6

Investigation

Isotopes

7.2

Radioactive

Decay

7.3 - Halflife

determine the specific heat

capacity of a single substance

(e.g., aluminum, iron, brass) and

of two substances when they

are mixed together (e.g., the

heat lost by a sample of hot

water and the heat gained by a

sample of cold water when the

two samples are mixed

together) [PR]

D2.10 solve problems involving

changes in temperature and

changes of state, using algebraic

equations [AI, C]

D2.11 draw and analyze heating

and cooling curves that show

temperature changes and

changes of state for various

substances. [AI, C]

D3.11 explain radioactive halflife for a given radioisotope, and

describe its applications and

their consequences

D3.9 identify and describe the

structure of common nuclear

isotopes (e.g., hydrogen,

deuterium, tritium)

Consolidation: Have them go to a Padlet site created by the teacher and have them indicate their

name and which groups presentation they found most interesting and one reason why (exit ticket).

Lesson: Today is a lab. The lab is divided into two parts. I predict that the first part will take about

40 minutes while the second part will take about 20-25 minutes. The questions are done for

homework. The lab report that I will be giving out is attached. This lab is modified from the

Investigation 6.4.1 and 6.4.2 found in the textbook. The equipment needed per pair are Hot Plate,

Thermometer, 500mL beaker, Stopwatch or timer (use cell phone), Stirring rod, Crushed ice,

Electronic balance, Styrofoam cup, and Ice cubes.

Assessment/Evaluation: Lab report and lab skills observed during the lab.

Consolidation: Clean-up of lab. Review what was done in the lab and how it can be applied to the

real world.

Hook: The mini-investigation on page 317 of the textbook. Pennies or coloured tiles are used to

simulate a nuclear reaction and analyze the speed with which the reaction occurs. The materials

needed are 100 pennies (or 100 two coloured tiles) per group, paper bag per group, individual

graph paper. I would have groups of 6.

Lesson: The beginning of this lesson is a bit of a quick review and shouldnt take long. It covers the

Bohr-Rutherford Model of the Atom, Isotopes, and medical applications of radioisotopes. It then

goes into 7.2 which talks about chemical reactions and nuclear reactions. Split the class into

groups. Have each group assigned one of the following: chemical reactions, electrostatic force and

the strong nucleus, stable and unstable isotopes, alpha decay, beta negative decay, beta positive

decay, electron capture, and gamma decay. Have each group summarize their section and come

up with a creative way to present it. Whether its the use of chart paper, a skit, a song/poem, etc.

Give them 10-15 minutes for this activity and then 1-2 minutes per group to present. The lesson

will conclude with halflife and carbon dating.

Assessment/Evaluation: Quiz on chapter 6. This will be 10 multiple choice questions and 5 true or

false questions where if its false, they have to correct it. Homework will be page 322 # 1-5, page

329 #1-5, and page 333 # 1-6.

12

7.4 Nuclear

Fission and

Nuclear Power

Generation

7.5 Nuclear

Fusion

Explore and

Issue in Thermal

Energy Due

nuclear fission and nuclear

fusion

Consolidation: Tell the person beside you 2 things that youve learned today.

Hook: They will watch a video on the physics of nuclear fission and fusion

https://www.youtube.com/watch?v=GlGo8xmS_HM They will then watch a Ted Talk video on

Taylor Wilson. Taylor Wilson believes nuclear fusion is a solution to our future energy needs, and

that kids can change the world. And he knows something about both of those: When he was 14, he

built a working fusion reactor in his parents' garage. http://www.ted.com/talks/

taylor_wilson_yup_i_built_a_nuclear_fusion_reactor

Lesson: This lesson will cover mass-energy equivalence, the Law of Conservation of Mass-Energy,

nuclear stability, and the quest for controlled nuclear fusion. Majority of this class will them

incorporate technology use and having the students research and complete the Pest Control

Explore Applications of Nuclear Technology. The goal of this exploration is to inform the public

about the benefits, risks, and costs of nuclear methods of pest control as compared to alternative

methods. Presentations will start this class and continue next class if they isnt enough time, but

work needs to be handed in that day.

Assessment/Evaluation: The Pest Control Investigation write up and presentation. Homework on

page 341 #1-4 and page 347 # 1-3.

13

Review of

Chapter 5 and 6

Investigation

Due

Consolidation: Students in groups of up to five are numbered sequentially. As a group they create

a list of 3-5 things learned in the lesson and then the teacher calls one number from each group to

report to the class something they learned

Go over the following. Give time to start homework so that you can answer any questions.

Key Points in Chapter 5:

- Work

- Energy

- Kinetic Energy

- Potential Energy

- Work-energy principle

- Gravitational potential energy

- Mechanical energy

- Thermal energy

- Nuclear energy

- Energy transformation

- Law of Conservation of Energy

- Efficiency

- Fossil Fuel

- Nuclear fusion and fission

- Power

- Thermal energy

- Kinetic Molecular Theory

- Converting Kelvin scale to degrees Celsius and vise-versa

- Methods of transferring thermal energy

- Conductors and Insulators

- Specific heat capacity (chart will be given)

- Quantity of heat (Q=mcT)

- Principal of thermal energy exchange (Qreleased + Qabsorbed = 0)

- Thermal contraction/expansion

- Changes of State

- Heating and cooling graphs

- Latent Heat (Q)

o Specific latent heat (L)

o Q = mLf (for substances that are melting or freezing)

o Q = mLv (for substances that are boiling or condensing)

o Chart will be given

- Conventional heating and cooling systems

- Geothermal systems

Homework/review:

- Page 264 # 45-59

- Page 312 #50, 54, 58, 59, 63, 65-70, 73-77

14

Review of

Chapter 7

Go over the following. Give time to start homework so that you can answer any questions.

Key points in chapter 7:

- Parts of an atom

- Isotope

- Radioisotope

- Radiation

- Radioactivity

- Nuclear reaction

- Electrostatic Force

- Radioactive decay

- Alpha decay

- Beta decay

- Gamma decay

Halflife

Carbon dating

Homework/review:

- Page 30-45

15

Unit 3 Test

Test on Unit 3.

Please note: All of the days/lessons will incorporate the Specific Expectation D2.1 use appropriate terminology related to energy transformations, including, but

not limited to: mechanical energy, gravitational potential energy, kinetic energy, work, power, fission, fusion, heat, heat capacity, temperature, and latent heat

[C]. Using the correct terminology is of great importance in every lecture.

Please note: After the 3rd day and the 7th day, they might need a day to go over the homework. They just covered a lot, and there might be a bunch of questions.

These questions need to be resolved before moving forward. So this section may take 17 days instead of 15 in order to incorporate taking up homework

questions. The beginning of each class (first 10 mins) will also cover taking up any questions they had in the previous days homework. There will also be times

after school and during lunch that Im available to take up homework or answer any questions. During the two review days I will also talk up questions and

answer questions.

The textbook that this Unit plan was based on and is referred to throughout is:

DiGiuseppe M., Howes, C.T., Speijer, J., Stewart, C., Bemmel, H.M., Vucic, R., Wraight, V., Physics 11 University Preparation. Nelson Education Ltd. 2011.

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