0 evaluări0% au considerat acest document util (0 voturi)

47 vizualizări21 paginiJun 22, 2016

© © All Rights Reserved

DOC, PDF, TXT sau citiți online pe Scribd

© All Rights Reserved

0 evaluări0% au considerat acest document util (0 voturi)

47 vizualizări21 pagini© All Rights Reserved

Sunteți pe pagina 1din 21

11/9/2014

Active Learning and Engagement Strategies

Lorand Irinyi

National University

Class: TED633603851411

Week one of Conservation of Energy two-week unit plan

September

Introduction to

scientific method,

notation and graphic

representation

January

Heat and

Thermodynamics

October

November

Motion and Forces;

Motion and Forces

Conservation of Energy

and Momentum

December

Conservation of Energy

and Momentum

February

March

April

Heat and

Waves;

Electric and

Thermodynamics;

Magnetic

Phenomena;

Electric and

Waves

Magnetic

Phenomena

May

Review and

Exams;

Final Projects;

Unit Overview

Content Area: Physics

Unit Title: Conservation of Energy

Target Grade Level: 10th grade

Time Frame: Conservation of Energy: 2 weeks of 55 minute classes (5 classes/week)

Rationale:

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum follow, and build on, the previous unit, namely,

Motion and Forces. This Conservation of Energy unit prepares students for the following segment of

the larger unit, namely Conservation of Momentum. The California State Common Core standards that

are being addressed and utilized in this unit, both the Language Arts and Mathematics, are integral and

indispensable to the content presentation and comprehension. The Language Arts part addresses the

reading and writing needed for the presentation of content, while the Mathematics part is indispensible

to solving the mathematical problems characteristic to the physics content. Both sets of Common Core

standards prepare students for the next sequence of standards that will be required for the successful

2

Unit Summary:

This two-week unit plan is titled Kinetic and Potential Energy; Conservation of Energy. Students

will define and identify Kinetic Energy and Potential Energy, using concepts learned in the previous

unit. Students will combine Kinetic Energy and Potential Energy into the concept and Conservation of

Energy of total energy of a closed unit. Students will view videos explicating and illustrating the

concepts of Kinetic Energy and Potential Energy, and Conservation of Energy in authentic, real life

context. Students will conduct lab experiments demonstrating and confirming the validity of Kinetic

Energy and Potential Energy. Students will take data from experiments and compare them to

theoretically calculated values algebraically and in graphic form. Students will perform experiments

demonstrating the validity of the concept of Conservation of Energy using gravitational potential

energy.

Unit Rationale:

Students will use their prior knowledge of Motion and Forces, plotting displacement vs. time, velocity

vs. time and force vs. distance as base for introduction to Kinetic Energy and Potential Energy.

Students will calculate objects Kinetic Energy and/or Gravitational Potential Energy. The concept that

each object has a constant total energy that is made up of kinetic and potential components will be

introduced and demonstrated to students. Students will perform experiments demonstrating and

confirming the physical validity of the concept of Conservation of Energy in small groups, providing

students opportunity to discuss and re-examine all new concepts and experiments among themselves.

Students will take and graph data to deepen their graphing and data interpretation skills from previous

units. By listening to lecture, and reading, interpreting and following written instructions in academic

English, students will practice and deepen their English listening and reading language skills. After

different lab experiments, conducted in small groups, students will demonstrate mastery of content,

their Algebra skills, as well as their English language skills.

Standards

3

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum

2. The laws of conservation of energy and momentum provide a way to predict and describe the

movement of objects. As a basis for understanding this concept:

a. Students know how to calculate kinetic energy using the formula E=(1/2)mv2 .

b. Students know how to calculate changes in gravitational potential energy near Earth by

using the formula (change in potential energy)=mgh (h is the change in elevation).

c. Students know how to solve problems involving conservation of energy in simple

systems, such as falling objects.

h. Student know how to solve problems involving conservation of energy in simple systems

with various sources of potential energy, such as capacitors and springs.

California State Common Core Standards Covered in the Unit

English Language Arts & Literacy History/Social Studies, Science and Technical Subjects

RST 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanation in the text.

WHST 1. Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing.

Mathematics

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step

problems; choose and interpret units consistently in formulas; choose and interpret the

scale and origin in graphs and data displays.

2. Define appropriate quantities for the purpose of descriptive modeling.

4

quantities.

Final Learning Objectives/Outcomes:

At the end of the unit Student Will Be Able To:

1. Explain the concept and significance of Conservation of Energy in writing and/or orally in one

minute without prompt from teacher.

2. Solve problems involving conservation of energy in simple systems in two minutes with 80%

accuracy.

3. Identify authentic applications of Conservation of Energy in real life context and recognize the

applications importance to their lives.

4. In small groups design and document experiments demonstrating the concept of Conservation

of Energy in twenty minutes scoring no less than 4 out of 5 on student created rubric.

Lesson Plans - Overview

Week 1

Review of Motion and Forces

MCAs

Motion and Forces

Kinetic Energy

Potential Energy

Week 2

Application of Conservation of Energy

Conservation of Energy

MCAs

Conservation of Energy

the concept of Conservation of Energy

Resources and Materials:

1. Head-up projector with computer and Internet connection.

2. Physics videos and links:

(PhET, Khan Academy, Teacher Tube, and Teachers' Domain educational sites).

3. Appropriate existing lab equipment (balls, marbles, inclined planes, stop watches, etc.).

4. Lab handouts.

5. Vocabulary handouts

Week 1

Day 1

Content Area: Physics

Lesson Title: Newtons Laws

Standards:

Science Content Standards for California Public Schools Grades Nine through Twelve, Physics

Motion and Forces 1.

c. Students know how to apply the law F=ma to solve one dimensional motion problems that involve

constant forces (Newtons second law).

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose

and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data

displays.

Learner Outcome:

Students will have accessed prior knowledge of Newtons Laws, velocity and momentum by the end of

the first class period.

Pre-Assessment Activity (10 minutes):

Students will observe teacher rolling a ball on the floor with different speeds and bouncing off the wall.

Students will observe lab collision cars collide with different speeds.

Procedure/Activities (35 minutes):

After having observed teacher rolling the ball on the floor and the collision of the lab cars students will

be assigned into groups of four and perform the same activities. Students will roll a hard rubber ball

against a book standing on its edge, and try to knock it over by slowly increasing the velocity with

which the rubber ball is rolled. Every group will have two collision cars on tracks and will roll the cars

against each other till one of the cars gets knocked off the track. Students will be asked to roll both cars,

and then only one car to have the same effect. Students will solve problems applying Newtons laws in

their lab books with given initial conditions.

Rationale: Students need to see that the two colliding cars can have the same effect whether both cars

were moving or one was stationary and only one was moving.

Assessment (10 minutes):

I will be circulating among groups and listen for discussion/conversation among students. I will query

groups about the observed results and the provided explanations. The explanation given by students will

be an accurate indicator of understanding of content. I will provide assistance, explanation as needed.

Students will discuss their findings among their group mates and write their findings into their lab

books. Teacher will ask students using name cards to read and explain their lab book entries. 4 out 5

students asked must produce accurate observations. Newtons Laws will be quoted/applied correctly in

no less than 4 out of 5 student lab book entries.

Differentiation, Adaptation & Accommodation Strategies

ELs:

I will provide handouts with academic vocabulary that will include usage of new vocabulary in proper

context. Students will be in small groups providing chance for clarification and practice of new

vocabulary in proper academic and practical context.

Learning Challenged:

Students will be appropriately grouped so that they will not be overwhelmed to learn and perform

appropriate group tasks. Preferential seating will be assigned to avoid distraction and for easy video

7

observation. Will ask for understanding of concept with less emphasis on mathematical calculations.

Students will be grouped with strong leaders and assigned capability-appropriate tasks. Questions will

be put in clear, simple, easy-to-understand language. Additional wait time will be allocated when asked a

question.

Students will be given additional, more difficult problems to solve. When questioned, will be pressed for

answers using real life examples and more complex analogies to demonstrate understanding.

Day 2

Content Area: Physics

Lesson Title: Kinetic Energy

Standards:

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum

2. The laws of conservation of energy and momentum provide a way to predict and describe the

movement of objects. As a basis for understanding this concept:

a. Students know how to calculate kinetic energy using the formula E=(1/2)mv2 .

Mathematics

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose

8

and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data

displays.

English Language Arts & Literacy History/Social Studies, Science and Technical Subjects

RST 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanation in the text.

Learner Outcome:

Student will be able to define and explain the concept of kinetic energy.

Warm-up (5 minutes):

Prior knowledge from yesterdays lab car collisions will be activated. Students will be asked if they

know anyone who was in a car accident; or any of them ever ran into something/one; or something/one

ran into them.

Procedure/Activity (40 minutes):

A short video (http://ca.pbslearningmedia.org/resource/rr10.sci.phys.maf.motion.collision/collisions/)

will be shown with real life collisions with different velocities and their effects. The term kinetic energy

will be introduced, defined and the formula E=(1/2)mv2 elucidated.

A second short educational video (http://www.khanacademy.org/science/physics/work-and-energy/workand-energy-tutorial/v/introduction-to-work-and-energy) will be shown with real life examples and

illustrations of kinetic energy with the new vocabulary and formula voiced and displayed prominently

throughout the video. Vocabulary handouts will be distributed with definitions.

Rationale: Students need to have the demonstrated/observed phenomenon defined verbally and

mathematically.

Assessment (10 minutes):

Each group will be given the mass of different objects/vehicles and the velocity with which they travel

and will calculate the kinetic energy of each object. Students will discuss and explain why a

9

smaller/lighter object can have a larger kinetic energy than a much larger one. I will be circulating

among students and query students about their calculations. I will ask questions regarding the different

results if different parameters were changed. I will be taking note of the accuracy of answers. 4 out of 5

answers must be correct. I will ask students to explain concept to other students. 4 out of 5 explanations

must be correct. 80% of problems involving mathematical calculations must be correctly answered in

concept as well as algebraic calculations. Lab book entries will be checked and stamped.

Differentiation, Adaptation & Accommodation Strategies

ELs:

I will provide handouts with academic vocabulary that will include usage of new vocabulary in proper

context. Students will hear new vocabulary used in context and pronounced repeatedly in the videos and

will be able to hear and see new vocabulary displayed and enunciated by different commentators,

teacher and fellow students. Students will be called upon to give explanation of presented concepts

giving them opportunities to use new vocabulary in context.

Learning Challenged:

Students will be appropriately grouped so that they will not be overwhelmed to learn and perform

appropriate group tasks. Preferential seating will be assigned to avoid distraction and for easy video

observation. Will ask for understanding of concept with less emphasis on mathematical calculations.

Videos will be paused to provide opportunity for Q&A. Questions will be put in clear, simple, easy-tounderstand language. Additional wait time will be allocated when asked a question.

Students will be asked to provide additional, more complex real life examples to illustrate the presented

10

Day 3

Content Area: Physics

Lesson Title: Potential Energy

Standards:

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum

2. The laws of conservation of energy and momentum provide a way to predict and describe the

movement of objects. As a basis for understanding this concept:

b. Students know how to calculate changes in gravitational potential energy near Earth by

using the formula (change in potential energy)=mgh (h is the change in elevation).

Mathematics

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose

and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data

displays.

English Language Arts & Literacy History/Social Studies, Science and Technical Subjects

RST 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanation in the text.

Learner Outcome:

Student will be able to define potential energy.

11

Students will be able to define the difference between kinetic and potential energy.

Warm-up (10 minutes):

Teacher will drop different objects from different heights on table and floor. Then teacher will drop

objects from the same height on table and floor. Teacher will drop hard rubber ball on table and floor.

Students working in groups of four will discuss what they observed. Teacher will call on random

students using calling cards to explain what was observed. Teacher will call attention to the fact that no

object was pushed or otherwise given speed by him, yet they started to move/fall. Students write their

explanations individually in their lab books.

Procedure/Activity (35 minutes):

Various videos (http://ca.pbslearningmedia.org/resource/arct14.sci.dspoten/how-can-potential-energybe-used-to-do-work/, http://www.teachertube.com/video/potential-and-kinetic-energy-that-moves-us146719, http://www.teachertube.com/video/story-of-kinetic-and-potential-energy-127812), and

http://www.khanacademy.org/test-prep/mcat/physical-processes/work-and-energy-mcat/v/introductionto-work-and-energy), elucidating and demonstrating potential energy will be shown. Prior knowledge

will be activated about kinetic energy. New non-kinetic energy will be named potential energy.

Rationale: Students must be able to differentiate between kinetic energy and potential energy.

Assessment (10 minutes):

Students will adduce and elucidate examples of kinetic energy and potential energy from real life and

from personal experiences correctly. Students will be given examples of energies and 4 out of 5 students

will be able to identify potential energy and kinetic energy correctly orally and in written form in their

lab books. Lab book entries will be checked and stamped.

Differentiation, Adaptation & Accommodation Strategies

ELs:

I will provide handouts with academic vocabulary that will include usage of new vocabulary in proper

context. Students will hear new vocabulary used in context and pronounced repeatedly in the videos and

will be able to hear and see new vocabulary displayed and enunciated by different commentators,

12

teacher and fellow students. Students will be called upon to give explanation of presented concepts

giving them opportunities to use new vocabulary in context.

Learning Challenged:

Preferential seating will be assigned to avoid distraction and for easy video observation. Will ask for

understanding of concept with less emphasis on mathematical calculations.

Videos will be paused to provide opportunity for Q&A. Questions will be put in clear, simple, easy-tounderstand language. Additional wait time will be allocated when asked a question.

Students will be asked to provide additional, more complex real life examples to illustrate the presented

concepts and demonstrate mastery of subject. Students will be asked to do ballpark figure calculations

for different real life examples of potential and kinetic energy models.

Day 4

Content Area: Physics

Lesson title: Potential Energy

Standards:

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum

2. The laws of conservation of energy and momentum provide a way to predict and describe the

movement of objects. As a basis for understanding this concept:

b. Students know how to calculate changes in gravitational potential energy near Earth by

using the formula (change in potential energy)=mgh (h is the change in elevation).

13

Mathematics

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose

and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data

displays.

English Language Arts & Literacy History/Social Studies, Science and Technical Subjects

RST 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanation in the text.

WHST 1. Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while attending to the norms

and conventions of the discipline in which they are writing.

Learner Outcome:

Student will be able to calculate changes in gravitational potential energy near Earth by using the

formula (change in potential energy)=mgh (h is the change in elevation).

Student will be able identify different forms of potential energy.

Student will be able to justify mathematical solutions involving potential energy in writing.

Warm-up (10 minutes):

Students will activate prior knowledge about motion and forces. Students will know that there is

gravitational force acting on every object on the surface of the Earth (F=mg). This force acts along the

distance the falling objects travel. The gravitational force times the distance is the potential energy

(mgh). Teacher will demonstrate the increase of potential energy by dropping a textbook onto the table

14

from increasing heights. The increase in drop heights will result in lauder thud/thump the dropped book

will create/generate. Students working in small lab groups (4 students) will conduct small experiments

of their own demonstrating the direct relationship between height and potential energy. Potential energy

will be defined as the factor of the gravitational force acting on every object at the surface of the Earth

and the distance from the surface of the Earth.

Procedure/Activity (35 minutes):

Handouts will be distributed with various problems involving gravitational potential problems, with

initial conditions given, and students will calculate the change in gravitational potential energy working

individually. Students will write their reasoning and calculations in their lab books.

Various videos (http://ca.pbslearningmedia.org/resource/hew06.sci.phys.maf.trebuchet/energy-transferin-a-trebuchet/, http://www.khanacademy.org/test-prep/mcat/physical-processes/work-and-energymcat/v/potential-energy-stored-in-a-spring and

http://ca.pbslearningmedia.org/resource/hew06.sci.phys.maf.springmass/masses-and-springs/) will be

shown that demonstrate that gravitational potential energy can be stored in ways that lend themselves to

easy access and can be utilized in many form and manner, where the energy mgh will be converted to

kinetic energy, as well as potential energy can be stored in different ways and accessed at will.

Assessment (10 minutes):

Teacher will walk around among students and check for accuracy of calculations. Teacher will provide

assistance/help as needed. Problems will be checked for accuracy in lab books and stamped for having

checked them. 4 out of 5 problems must be accurate. Students will be continuously queried about

application of concept and reasoning for calculations. 4 out of 5 answers must be correct. Videos will be

paused to give students opportunities to ask questions, or for teacher to ask questions to check for

demonstration of understanding.

Differentiation, Adaptation & Accommodation Strategies

ELs:

I will provide handouts with academic vocabulary that will include usage of new vocabulary in proper

15

context. Students will hear new vocabulary used in context and pronounced repeatedly in the videos and

will be able to hear and see new vocabulary displayed and enunciated by different commentators,

teacher and fellow students. Students will be called upon to give explanation of presented concepts

giving them opportunities to use new vocabulary in context. Students will write explanations for

solutions of problems in lab books giving them chance to practice written form of using/employing new

academic vocabulary. Teacher will read lab book entries for correct English usage and provide assistance

as needed.

Learning Challenged:

Preferential seating will be assigned to avoid distraction and for easy video observation. Will ask for

understanding of concept with less emphasis on mathematical calculations. Student could give simple

oral explanation instead of written one, if preferred.

Videos will be paused to provide opportunity for Q&A. Questions will be put in clear, simple, easy-tounderstand language. Additional wait time will be allocated when asked a question. Written lab book

entries can be simple sentences.

Students will be asked to provide additional, more complex real life examples to illustrate the presented

concepts and demonstrate mastery of subject. Written lab book entries to be in correct academic English

using scientific vernacular. More complex problems involving relative change in elevation, as opposed

to absolute change, will be given to calculate change in potential energy. Will be asked to provide as

many forms of potential energies as they can think of beyond the demonstrated ones.

16

Day 5

Content Area: Physics

Lesson Title: Conservation of Energy

Standards:

Science Content Standards for California Public Schools Grades Nine through Twelve,

Physics, Conservation of Energy and Momentum

2. The laws of conservation of energy and momentum provide a way to predict and describe the

movement of objects. As a basis for understanding this concept:

a. Students know how to calculate kinetic energy using the formula E=(1/2)mv2 .

b. Students know how to calculate changes in gravitational potential energy near Earth by

using the formula (change in potential energy)=mgh (h is the change in elevation).

c. Students know how to solve problems involving conservation of energy in simple

systems, such as falling objects.

M1. N-Q. Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose

and interpret units consistently in formulas; choose and interpret the scale and origin in graphs and data

displays.

California State Common Core Standards Covered:

English Language Arts & Literacy History/Social Studies, Science and Technical Subjects

RST 3. Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks; analyze the specific results based on

explanation in the text.

WHST 1. Write arguments focused on discipline-specific content.

d. Establish and maintain a formal style and objective tone while attending to the norms

17

Learner Outcome:

Individually, SWAT orally define kinetic energy, potential energy and the concept of conservation of

energy within 2 minutes with no more than one prompt from teacher.

SWAT write the definition and correct formulae of kinetic energy, potential energy and the concept of

conservation of energy in own words within 2 minutes with no conceptual errors.

Warm-up (10 minutes):

Students will activate prior knowledge about motion and forces. Teacher will drop objects from different

heights and will ask students to calculate the velocity of objects at the point of impact. Problems of this

kind are familiar to students and have solved them before.

Procedure/Activity (35 minutes):

Teacher will solve guided problems to solve for velocity applying prior knowledge of motion and forces.

Students will work in small groups (four students) and will help each other to solve the problems, or

teacher will help as needed. Having found the velocity of objects at impact, teacher will ask to solve for

the kinetic energy of objects. Prior knowledge about kinetic energy will be activated.

Teacher will distribute handouts to students with sufficient data and students will calculate kinetic

energy of objects on handouts. Teacher will hold same objects at measured heights and ask students the

potential energy of objects. Prior knowledge of potential energy will be activated and students will

calculate potential energy of objects. Teacher will distribute another handout with sufficient initial

conditions to calculate objects kinetic and potential energy. Students will be asked if they noticed

anything regarding the objects kinetic and potential energy. Students will note that the two values are

the same (almost impossible to miss). Teacher will ask students in small groups to provide an

explanation for this. Students will discuss this among themselves. Teacher will ask students from

different groups to give their explanations to the class without teacher making any comment.

Short videos (http://www.teachertube.com/video/kinetic-and-potential-energy-53066,

18

http://ca.pbslearningmedia.org/resource/9d0b4d0e-52e5-4a4e-a820-a9323a2a24a5/9d0b4d0e-52e5-4a4ea820-a9323a2a24a5/, http://www.khanacademy.org/test-prep/mcat/physical-processes/work-and-energymcat/v/conservation-of-energy,

http://ca.pbslearningmedia.org/resource/hew06.sci.phys.maf.trebuchet/energy-transfer-in-a-trebuchet/)

will be shown about the concept of conservation of energy with all vocabulary prominently displayed

during the videos and clearly enunciated by the narrators. Students will watch two videos

(http://ca.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-roller-coasterride/, http://www.teachertube.com/video/roller-coaster-physics-43769) on the concept of conservation of

energy being demonstrated by roller coasters.

Teacher will drop objects again and redefines the concept of conservation of energy while dropping

objects to illustrate the concept in action.

Rationale: Students calculated objects kinetic and potential energy at maximum points (release and

impact) to see that the values were equal. It was demonstrated that energy was not created or destroyed,

but merely transformed/conserved.

Teacher walked among groups and observed work done by students. Where needed, teacher activated

prior knowledge and clarified concepts. Teacher was observing ease/difficulty encountered by groups;

and provided assistance/clarification as needed. Before the end of class period students were asked

individually to explain to class the concepts of kinetic energy, potential energy and conservation of

energy. Students are able to calculate the whole systems energy by adding up the component energies.

Students will be able to calculate problems involving conservation of energy. Before the end of class

period students were asked individually to explain to class the concepts of kinetic energy, potential

energy and conservation of energy with no less than 4 out of 5 answers correct.

19

ELs:

I will provide handouts with academic vocabulary that will include usage of new vocabulary in proper

context. Students will hear new vocabulary used in context and pronounced repeatedly in the videos and

will be able to hear and see new vocabulary displayed and enunciated by different commentators,

teacher and fellow students. Students will be called upon to give explanation of presented concepts

giving them opportunities to use new vocabulary in context. Students will write explanations for

solutions of problems in lab books giving them chance to practice written form of using/employing new

academic vocabulary. Teacher will read lab book entries for correct English usage and provide assistance

as needed.

Learning Challenged:

Preferential seating will be assigned to avoid distraction and for easy video observation. Will ask for

understanding of concept with less emphasis on mathematical calculations. Student could give simple

oral explanation instead of written one, if preferred. Student will be able to explain kinetic energy,

potential energy and conservation of energy orally in own words

Videos will be paused to provide opportunity for Q&A. Questions will be put in clear, simple, easy-tounderstand language. Additional wait time will be allocated when asked a question. Written lab book

entries can be simple sentences.

Students will be allowed to enter the site http://phet.colorado.edu/en/simulation/energy-skate-park-basics

20

energy between kinetic and potential. Students will be asked to provide additional, more complex real

life examples to illustrate the presented concepts and demonstrate mastery of subject. Written lab book

entries to be in correct academic English using scientific vernacular. More complex problems involving

relative change in elevation, as opposed to absolute change, will be given to calculate change in potential

energy. Will be asked to provide as many forms of potential energies as they can think of beyond the

demonstrated ones

References

Alexandria, Virginia: Just ASK Publications

Science Content Standards for California Public Schools Kindergarten through Grade Twelve.

Retrieved from http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf

California Common Core State Standards English Language Arts and Literacy in History/Social

Studies, Science, and Technical Subjects. Retrieved from

http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

California Common Core State Standards Mathematics. Retrieved from

http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

21