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Suneeta Harlal

D. Energy and Society
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
- 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).

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
Expectation Key/Minor
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
time and all of the topics, only one of them can be included.
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.
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.
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.
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.
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.



































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
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 =
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
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.
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
Knowledge and Understanding
Thinking and Investigation

Day Topic
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

D2.3 use the law of

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.

and thermal energy and its

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
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

D2.3 use the law of

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

D2.7 compare and contrast the

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?

methods (e.g., hydroelectric,

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

D2.5 solve problems involving

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

D3.1 describe a variety of

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
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.

conduction, convection, and


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

D3.3 explain the following

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
6.5 Heating
and Cooling

not limited to: heat, heat

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
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
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

D1.2 assess, on the basis of

research, how technologies
related to nuclear, thermal, or
geothermal energy affect
society and the environment
(e.g., thermal regulating units,
dry-steam power plants,
ground-source heat pumps) [IP,
PR, AI, C]

Consolidation: There is a states of matter game that can be found at

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.



Chapter 6

7.1 Atoms and

7.3 - Halflife

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]
D2.10 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.


7.4 Nuclear
Fission and
Nuclear Power
7.5 Nuclear
Explore and
Issue in Thermal
Energy Due

D3.6 describe and compare

nuclear fission and nuclear

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/
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.


Review of
Chapter 5 and 6

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

Key points in Chapter 6:

- 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

- Page 264 # 45-59
- Page 312 #50, 54, 58, 59, 63, 65-70, 73-77

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

Carbon dating

- Page 30-45

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.