PHYSICS 11- UNIT PLAN Energy and Momentum

Authors: Nicole Furutani Textbook: Merrill Physics Principles and problems Energy: The Ministry of Educations suggested time allocation for the unit is 14 to 16 hours. Momentum: The Ministry of Educations suggested time allocation for the unit is 9 to 11 hours. The Ministry of Education suggests the following PLOs and achievement indicators should be incorporated throughout the course: A1 describe the nature of physics distinguish physics from related disciplines describe the major areas of study in physics (e.g., optics, kinematics, fluids, nuclear, quantum) give examples of the continuing development and refining of physics concepts A2 apply the skills and methods of physics with teacher support, conduct appropriate experiments systematically gather and organize data from experiments produce and interpret graphs (e.g., slope and intercept) verify relationships (e.g., linear, inverse, square, and inverse square) between variables use models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems use appropriate units and metric prefixes Objectives of unit: Students will be able to... Energy: 1. Distinguish between the three main forms of energy 2. Perform calculations in regards to the law of conservation of energy 3. Understand key terms a. efficiency b. total energy c. gravitational potential energy

d. e. f. g. h. i. j. k. l.

kinetic energy power specific heat capacity temperature thermal energy work (input/output) height above a reference point work as a change in energy law of conservation of energy

Momentum: 4. Understand momentum and the role it plays in various collisions and explosions in isolated, one-dimensional systems. 5. Understand key terms a. collisions b. explosions c. impulse (change in momentum) d. momentum 6. Perform calculations in regards to the law of conservation of momentum Skills and Attitudes students will develop during and upon completion of this unit: 1. distinguish physics from related disciplines 2. give examples of the continuing development and refining of physics concepts 3. with teacher support, conduct appropriate experiments 4. systematically gather and organize data from experiments 5. produce and interpret graphs (e.g., slope and intercept) 6. verify relationships (e.g., linear, inverse, square, and inverse square) between variables 7. apply models (e.g., physics formulae, diagrams, graphs) to solve a variety of problems 8. use appropriate units and metric prefixes

Lesson Number and Title

Objective / PLO

Purpose/Skills (see legend above)

Resources Teaching tools

Assessment S = Summative F = Formative FS - Five show-yourwork homework questions.

Notes

1. Forms of Energy: Kinetic, and Gravitational Potential Energy

G2 Solve problems involving different forms of energy Define kinetic energy KE=1/2mv2 Solve a variety of problems involving kinetic energy mass velocity Define energy Define gravitational potential energy PE = mgh Solve a variety of problems involving gravitational

3, 4, 7, 8 Be able to define kinetic and potential energy Demonstrate an ability to solve problems involving gravitational potential energy

Activity: Smash book and show how much potential energy there is from different heights.

Note misconceptions: Energy is a force. Energy and force are used interchangeably in everyday language. Energy gets used up or runs out. Energy is destroyed in transformations from one type to another.

True in everyday language. Our society is facing an energy crisis and is valuing only certain types of energy.. Hook (Maybe Ben Pfeiffers worksheet?)

Discuss what students think of when they hear the word energy. Discuss different types of stored energy

potential energy mass acceleration due to gravity height above a reference point Discuss about reference level (show with dropping of book)

(chemical, elastic, electric). Few examples of each type. -Different kinds of energy (mention mass energy, light energy, elastic potential energy, rotational energy, etc. but say we wont use them in this course). -Energy is so nice because it doesnt use vectors or time! 3, 4, 7, 8 Demonstrate an ability to solve problems involving gravitational potential energy To investigate and compare the potential energy, kinetic energy and speed of a cart on a hill (p. 225) Hook: Eulers Disk Class discussion of what may be happening. Let them know they will better understand it in a few classes Warm up questions 1 KE and 1 PE

2. Forms of Energy: Kinetic, and Gravitational Potential Energy

G2 Solve problems involving different forms of energy

3. Down the hill lab + intro to thermal energy

To investigate and compare the potential energy, kinetic energy and speed of a cart on a hill (p. 225)

4. Thermal Energy

G2 solve problems involving different forms of energy Describe kinetic molecular theory Describe thermal heat transfer Define temperature, thermal energy, and specific heat, temperature scales, absolute zero Solve a variety of problems involving thermal energy mass specific heat capacity change in temperature

1, 2, 6, 7, 8 Understand the nature of thermal energy as explained by the kinetic molecular theory Understand the process of measurement of temperature Describe different temperature scales

Class discussion on misconception topics

S - homework F - answering critical thinking questions

Activity lab: Discover how temperature increases with a constant supply of thermal energy (have three thermometers in celsius, kelvin and fahrenheit scale) States of matter http://phet.colorado.ed u/en/simulation/statesof-matter

Prelab - three questions that ask students to calculate the efficiency of a device if theyre given its electrical input powers and some data on how quickly it heated something to a certain temperature. Students must show work.

G3 Analyse the relationship between work and energy, with reference to the law of conservation of energy state the law of conservation of energy Solve problems, using the law of conservation of energy to determine -thermal energy -specific heat 5.Conservation of Energy G3 Analyse the relationship between work and energy, with reference to the law of conservation of energy 6, 7, 8 Understand the difference between elastic and inelastic collisions including which quantities are conserved in each kind Understand the relationship between S - 2 clicker questions with bar charts FNote: Students can be exposed to isolated systems (energy is conserved and constant) as well as realistic problems of non-isolated systems for which energy is conserved but not constant.

State the law of conservation of energy with work therom Wext = KE + PE

work done and energy transferred Basic order: 1

Solve problems, using the law of conservation of energy to determine gravitational potential energy total energy kinetic energy

6. Quiz

S- 30 min quiz one of each type

Hook: Mention key points from Feynmans discussion here http://www.youtube.co m/watch?v=XXE28PRJ2M starting at 07:31. Have 28 blocks and give one to a student and interact and

discuss what the metaphor is being used for. Article on it (http://cen.acs.org/artic les/89/i46/ExplainingEnergy.html ) -Mother, child, blocks analogy. 7. Computer lab Conservation of Energy G3 Analyse the relationship between work and energy, with reference to the law of conservation of energy PHET skateboarder http://phet.colorado.ed u/en/simulation/energy -skate-park-basics Conservation lab on p290 in Physics activities book http://www.youtube.co m/watch?v=_ve4M4Us JQo&list=PLE5C30F25 EC4D222D sF- write up lab report A write up about the relationships they found playing around with the PHET skateboarder. - Class Debate: Does the force of gravity ever do work. Some students think of gravity only as a source of potential energy, but dont realize that it can be thought of as a force that does work. Basic order 1. 2. Computer lab work on phet lab.

8. Work

G1 Perform

3, 5, 6, 7, 8

Activity:

S - Questions

Hook: Ask students

calculations involving work, force, and displacement Define work in terms of force and displacement, W=Fd, units Solve a variety of problems involving work force displacement

Display an ability to calculate work done by a force Identify the force that does the work

Understand the Units of Energy and Work are both Joules

Attach a spring balance to a 1 kg mass with a spring. Pull the mass along the table at a slow, steady speed keeping the balance parallel to the table top. The students should do this in pairs and talk about what they notice. What is the reading on the spring balance. What are the physical factors that determine the amount of force? How much work is done in moving the mass 1 meter? Class discussion: Predict what would happen if the mass was 2 kg. http://lectureonline.cl.m su.edu/~mmp/kap5/wo rk/work.htm http://phet.colorado.ed u/en/simulation/theramp

involving W=Fd Check for completeness only (not correctness) of this homework. F - During Pocket lab see and note what students are asking what questions or coming up with ideas. What language are the students using?

to use the word work in a few different sentences and share them with the class. Students will use a laymans definition of work. Then give them the physics definition and show how its different from their definitions. Multiple choice clicker question: Lifting a box above your head to height h versus climbing stairs and carrying the box to height h. Which one requires more energy? a. lifting b. stairs c. same Basic order: 1. hook 2. give definition of work 3. Examples of board 4. clicker question 5. Pocket lab 6. Worksheet few

Explain that only component in the direction of the motion does work Explain forcedisplacement graph and how area under gives work show unit analysis and

examples

written ones and the rest using phet and other resource

Wext = KE + PE

9. Power and Efficiency

G4 Solve problems involving power and efficiency Define power P=W/t, units Perform calculations involving relationships among power work time Define efficiency efficiency = Wout/Win X 100%

3, 4, 7, 8 Distinguish physics from related disciplines Differentiate between work and power and correctly calculate power used

Class discussion what is power in everyday terms Activity: Your power Determine the work and power as you climb the stairs (p.204 in Merrill) Or https://docs.google.co m/viewer?a=v&pid=site s&srcid=ZGVmYXVsd GRvbWFpbnxtcnRyYX Nrc3BoeXNpY3N8Z3g 6MTkyOGRhMDdjMzJl ZjZkMg

S - Quick activity write-up F - Note discussion and who may suggest time

Summary/Link/Hook: Challenge a bufflooking student in the class to see if he can lift a stack of textbooks from the floor to the table faster than you can. Let him win. Ask the students which one of you they think is more powerful. Then point out that you both did the same amount of work. Some students might point out that it took you much more time, though. Use this as a segue into defining power. basic order: 1. warm up questions (1 area under graph

Perform calculations involving relationships among work (input and output) power (input and output) efficiency

+W=fd) 2. Hook 3. Define power and do questions 4. pocket lab if there are stairs that you can measure 5. Define efficiency and problems 6. Homework sheet (https://docs.google. com/viewer?a=v&pid =sites&srcid=ZGVmY XVsdGRvbWFpbnxtc nRyYXNrc3BoeXNpY 3N8Z3g6MjI4MDFmYj A2NjExNTcwYg) 3, 4, 5, 8 Question: Can thermal energy be made to do useful work? Materials: Plastic 1-liter bottle Large balloon Bowl of hot (not boiling) water Bowl of ice water Small rock Procedure: 1. Cool the balloon and the bottle in the freezer for 5 minutes. S - Lab writeup Do undemo with thermal energy Students are asked to test one additional device when they get home that evening and to add it to their report.

10. Thermal work undemo Efficiency comparison Lab

G4 solve problems involving power and efficiency

2. Fill the bowl with hot, not boiling, water. 3. Put the balloon over the mouth of the bottle making sure that the air has been squeezed from the balloon. Place the bottle into the hot water. 4. The air inside the bottle should expand and inflate the balloon. After it is inflated, put the bottle in the bowl of ice water and observe it deflate. 5. Design a device to convert this expansion and contraction into usable work such as lifting a rock. Design a device that circulates hot, then cold, water so that the balloon deflates and inflates without moving the bottle. Lab of efficiency comparison different appliances. Ex: kettle, hot plate, microwave and immersion heater

Power is written on machine, start temp and final temp with constant mass of water over an amount of time. E=Pt = electrical energy (in) Heat Energy (out) = E= mcT Discuss sources of errors

11. Problem Session and review

G2, G3 Solve a variety of problems involving gravitational potential energy mass acceleration due to gravity height above a reference point

Learn methods and templates for effective problem-solving.

F - Listen to explanations given by students to each other and make sure that the students arent simply copying each others work. -clicker questions

The purpose of this lesson is to challenge the students with a problem set that is more difficult than the ones theyve seen so far. Students are asked to work on the problems for 30 minutes on their own. Then they form groups for 15 minutes to compare answers

 kinetic energy velocity total energy Build Academic Language.

and help each other to understand. At the end of the period, a student from each group is randomly selected to present the solution to one of the problems on the board. Answer key is posted online. Basic order: 1. go over lab +hand in 2. solve problems 3.clicker questions

12. Unit Test

S - The Test!

During marking, teacher identifies which questions the class found most difficult.