Lesson 1 - Monday, March 31

st

Objective: Pound home the point that Energy is neither created or destroyed.
Key Lesson Activities &
Ideas
Resources Rationals & Issues Assessments
Opening Hook: We have an
energy crises...we hear about
every day on TV about the
exhaustion of fossil fuels
natural gas.
!o is this state"ent true or
false# $xplain why $nergy
gets used up or runs out%
Will use Commit & Toss form
of assessment where they have
to write down their opinion on
a piece of paper and then throw
it randomly to another person.
Will go to the high school
exercise room and allow some
students to volunteer and do
bench presses, weight lifting.
tudents in group will tal!
about how energy is being
transformed.
"eturn to classroom and get
them to thin! about where in
their lives they see and witness
energy being converted from
one type to another.
#umb $ells
%eg press
Chin up &
pull up bar
'aper (
'encil&pen
ome students may
have the
misconception that
energy is something
that is depleted or
lost. ) want to
challenge that myth
immediately because
the greatest long term
ta!e away from this
class is that energy is
neither created or
destroyed. )t*s what )
want them to
understand +, years
later after this class.
-eed to get
permission from
school to ta!e
students to weight
room. Want to !eep
them engaged.
tudents who li!e
exercises, and sports
will see relevance and
those who are not
still en.oy watching
their peers see how
many bench presses
they can do.
/ave to monitor
students carefully to
ma!e sure they are
!ept safe in exercise
room and will ma!e
sure they don*t show
off and hurt
themselves0
When students are
discussing where in
their lives they
witness energy
transformations will
1uietly wal! around &
listen to ma!e sure
they are on the right
trac!. )f they get stuc!
) will tell them to
thin! about
playground
e1uipment, roller
coasters and fair
rides, the appliances
they use at home, the
hot water showers
they en.oy in the cold
Canadian winter.
Will give them a slip
of paper when they
leave with some easy
homewor!. They need
to thin! about their
Thin! about favourite
playground
e1uipment as a child
2swings, slides, merry
go rounds3 and then
be able to report on
how energy is
transformed.
Lesson 2 - Tuesday, April 1
st

Objective: Explore how heat energy can be used to perform mechanical work and
the opposite...namely how mechanical energy can be converted into
heat energy.
Key Lesson Activities & Ideas Resourc
es
Rationals &
Issues
Assessments
/ave students share playground stories
&ctivity Hook: Well it turns out ' was
wrong about the (onservation of $nergy
laws. There is actually special rules where
you can cheat and create an infinite
a"ount of energy. )ust look at the
drinking bird over there. He*s like the
energi+er bunny, He never stops
drinking,%
$rea!
classroom into
groups of 4
and have them
propose
theories that
don*t violate
the
conservation of energy principle and
explain how this bird can !eep on drin!ing.
/ave them share answers and then allow
other students to vote with their feet and
go to the group they believe in.
5s! students to imagine that it is the year
+678 2before electricity was used in homes3.
/ave them brainstorm ways they could heat
water up9 :ost will mention fire.
;et students to rub hands really hard to
generate heat and as! could we find a way
to convert mechanical energy to heat up the
water9
how them youtube video of <oule*s
/istoric apparatus from the +678s that he
used to show that mechanical energy could
be used to heat up a water by a very small
amount.
5
drin!ing
bird
2'erpetua
l motion
machine3
'aper (
'encil&
pen
5ny
youtube
video
showing
<oule*s
apparatus
) am using
cognitive
dissonance and
the curiosity of
the students so
they want to
resolve for
themselves how
this bird can
continually
drin! with
seemingly no
energy inputs.
=sage of in1uiry
and problem
based learning
so students can
construct their
own meaning.
$y showing
them two
examples
2#rin!ing $ird
and 'erpetual
:otion
machine3 they
can see that
energy
conversions
don*t only go in
one direction.
/istorical view
of cience and
importance of
<oule the
person0
Wal! around and
monitor during
both the perpetual
bird and heating
water activities.
;ive hints to
groups that seem
to need more
direction.

Lesson 3 - Wednesday, April 2
nd

Objective: To perform a real life experiment to demonstrate that mechanical
energy can be converted into heat energy.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook:
Who thinks it fair that at
.eo Hayes you can*t throw
things over the /
nd
floor
railing down to the 0
st
floor
below#% >xplain that today )
got special permission in the
name of science for us to do
this.
how them a brief youtube
video of how some students
performed a modified and
cheaper version of <oule*s
original experiment. 2)t
involves cheaper supplies
and a much greater
height...which we now have.3
/ave them assembled their
apparatus and then throw
the weights 2soup cans3 over
the railing.
Cut off of open
plastic pop
bottle, a short
rod to go
through the base
of the bottle,
epoxy gel used
to glue plastic
paddle to the
rod, rope to
wind up around
the rod,
styrofoam pads
to minimi?e
lea!s,
+8 mls of oil
enough to cover
the top of the
rod, aran wrap
to cover the top,
soup cans
wrapped in a
towel 2weights3,
@ery accurate
digital
thermometer
Aoutube video at
httpB&&www.you
tube.com&watch
9
vCD/s"cETiF<>
-eed to get
permission from
administration
beforehand
because students
are normally not
allowed to throw
things over the
railing.
>nsure that all
students act safely
and the areas at
the bottom floor
are clear of other
students.
:ay want to as!
another teacher to
help supervise.
5llows student an
engaging activity
and see that these
principles are
measurable and
do apply in the
real world.
5s! them to predict how
much they thin! the oil
will heat up.
;ive each group a
wor!sheet to record
control temperature and
final temperature and to
explain sources of error.
/ave them explain the
purpose of the saran
wrap and the epoxy gel
and the reason for using
as little as oil as possible.
5s! them why the
temperature difference
was so small and if there
was any sources of error.
5fter the experiment
have everyone compare
results.
>xplain that <oule*s
contemporaries didn*t
believe his experiment
would wor!. 5s! them
why they were sceptical
when in the year +678
people could rub their
hands together and see
that it generated heat9
;ive them a piece of
paper for homewor!
as!ing them how we
could calculate the
<oules of energy applied
to the li1uid in the bottle.
Lesson 4 - Thursday, April 3
rd

Objective: tudy how energy is exchanged between PE ! "E.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: ' have
a surprise for you today. (an
you guess what it is#% 1oll out
a co"pleted version of the
paper roller coaster.
5s! the class to get in pairs and
as! each other what is the
largest roller coaster they have
ever gone on in their life. )f they
have not gone on one, get them
to tell what scariest ride they
have ever dared to go on.
#iscuss yesterdays homewor!
on how we could calculate the
amount of energy that was used
to heat up the oil. Will as! them
for sources of error. 5fter some
time will specifically as! them
about if the rope we tied around
the rod had any impact9
Will explain that only in a
completely ideal world can we
have +88G conversion between
'> & H> but in yesterdays
experiment some of that was
lost via friction between rope
and the rod.
#emonstrate video applet of a
roller coaster going up and
down and how in an ideal world
the '> ( H> is always e1ual to a
constant.
$rea! them into groups and
have them go to ;i?mo site to
study and answer 1uestions
about yesterdays experiment.
5 small cart
where ) can roll
out the the
already
assembled paper
roller coaster
2with a marble3
or a cardboard
sheet to at least
hide it.
5ny video applet
of a roller
coaster showing
'>, H>, and
2there are a lot of
them to be found
on the web3
;i?mos app of
<oules
experiment at
httpB&&www.expl
orelearning.com
&index.cfm9
methodCc"esou
rce.dsp#etail&"
esource)#C7+I
'aper ( 'encil (
Calculator 2can
use cellphone or
one on the
computer3
:any students
will find roller
coasters exciting
and we will be
doing a lab using
paper roller
coasters later on
in the unit.
5lso can
sometimes use
the completed
paper roller
coaster to as!
1uestions used
for formative
purposes.
)n the ;i?mo
online activity
students have to
start doing math
so ) will go
around and help
those who seem
to be struggling.
Will as! students
who do the
calculations to
show how they
derived the
answer to others.
;ive feedbac! on
yesterdays homewor!
and sources of error.
;roups have to
conduct virtual
experiment of ;i?mo
2>xplore%earning
widget3 and answer
the , assessment
1uestions related to
the experiment.
2Will show sample
1uestions in the
5ssessment section of
this =nit 'lan3
)f have time, will get
one group at the end
to explain to a class or
another group how
they arrived at one of
their answers on the
;i?mo
>xplore%earning site.
Lesson 5 - Friday, April 4
th

Objective: #nderstand what $work% means in Physics as opposed to it&s daily use
meaning.
Key Lesson Activities & Ideas Resources Rationals
& Issues
Assessments
-eginning (lass Hook: 2oint to a
book sitting on a desk and ask how
"uch work the book is doing.
Hopefully "ost will say none% but if
they do ask the" why and get
opinions fro" class. &sk the" how
"uch work the table is doing to keep
the book up. 3ow ask each person to
stand up and hold a book with their
ar"s straight in front of the". &sk
the" to hold their position. When
they look tired ask the" how "uch
work do you think the book is doing
now...or "ore to the point how "uch
work are you doing#
;ive them the mathematical
definition of wor! and as! them to
decide if there was any wor! done on
the boo! by the definition.
/ave them brea! up into groups and
try to explain why there was no energy
being generated between their boo!
and their arms but it still felt painful.
/ave each group come up with a
theory and then explain to a different
group. )f they disagree ma!e that
group come to their side. ee if the
class can come to a consensus. )f not
have each divided unit explain their
theory.
;o over examples of wor! and then
give each student some scenarios and
as! them if wor! was done or not.
5s! them to calculate some basic
problems where mechanical wor! is
done.
$oo!s and
wor!ing
muscles.
'aper (
'encil & 'en
Jnce again,
using
cognitive
dissonance
of the wor!
that the
student feels
!eeping up
the boo! up.
5lso need to
learn how to
wor! and
collaborate
with a team
to come up
with a reason
for why their
arms felt
pain !eeping
the boo!.
Kor basic
mechanical
problems
involving
wor! ensure
that the force
is moving in
the same
exact
direction as
displacement
. #on*t want
to use any
trigonometry
yet0
:onitor and wal!
around giving hints
and ideas to those
students trying to
explain this apparent
conundrum.
Wal! around and see
if students can answer
problems about what
is wor! and what is
not.
Kor second part, ma!e
sure to monitor if
anyone is having
difficulty with the
math.
$efore they leave for
the wee!end, have
them write down on a
slip of paper one thing
that they learned this
wee! that they didn*t
!now before and one
thing that they have a
1uestion about.
2Euestion can be
related directly to the
material or something
that extends from that
material3
;ive feedbac! about
the scenarios related
to wor!.
Lesson 6 - Monday, April 7
th

Objective: 'bility to calculate work when the force and displacement are not in
parallel.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: 2oll the
class using the classroo" wiki
site. !how the" two identical
blocks where one falls straight
down and the other slides on a
frictionless ra"p..
&sk the" to try to figure out
which block has a higher speed
when it finally "akes contact
with the floor surface.
5s! them how they could
measure Wor! for both bloc!s
using the W 4 5d formula.
:ust point out the the force of
gravity can be derived from the
normal perpendicular force and
the downward inclined force.

Will discuss how to use
trigonometry to solve problems
where a force acts an angle
different from the
displacement.
;ive students a wor!sheet
containing problems where
they must calculate the wor!
done on ob.ects going up or
down inclines.
martboard &
'ro.ector
'oll>verywhere
widget on the
class wi!i site.
Class computers
or students own
cell phone and
device.
'aper ( 'encil &
'en
This lesson is a
lead up to
Wednesday*s
roller coaster lab.
/aving students
understand that if
we actually
performed the
two bloc!
experiment in the
real world we
would end up
with different
speeds due to
friction. till want
to stress how we
have to ideali?e
certain factors in
order to help out
with our
conceptual
understanding.
ome students
may be very wea!
in trigonometry.
:ay want to get
some students
strong in math to
help out.
ee if the class had
any difficulty with the
opening class poll and
go over any issues or
problems.
Wal! around and
answer any 1uestions
students have with
their wor!sheet.
Lesson 7 - Tuesday, April
th

Objective: (ntroduce )ork*Energy theorem and introduce some problems that are
difficult to solve using only kinematics and +ewton&s laws.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: Have
students gather around the
paper roller coaster. !how the"
a section of the track that has a
co"plete vertical loop. Volunteer
a student to see if they can find
the shortest distance to place the
coaster 6really "arble7 before
the loop and still have it actually
go through the loop, 8et "ore
volunteers to keep on trying
until the class figures out what
the correct point really is.
5s! students in groups to
discover a way they can figure out
the velocity of the marble at any
given moment without using a
camera.
Jn the smart board show them a
roller coaster and as! them to
figure out how we can use the
energy laws to figure out the
velocity at a certain point in the
trac!. 5s! class to ta!e out pen
and papers and attempt to
calculate the velocity.
;ive each student a sheet with a
roller coaster with many loops
and curves. Jn this sheet there
will be 4 or 7 points mar!ed
showing only the height of the
trac!. tudents must calculate the
velocity, '>, H> at various points
in the trac!.
Completed
'aper "oller
Coaster trac!
'aper ( pencil &
pen
martboard &
'ro.ector
'ossible
computer or
cellphone for
optional activity
Want to
demonstrate that
some problems
are solved much
easier when
using energy
principles.
Will have to
remind students
that they can use
the formula for
H> C +&D mv
D
.
>mphasi?e
further the
properties of a
closed energy
system.
)f some students
finish faster than
others can give
them the lab
sheet for
tomorrow so
they can be
better prepared.
Jr alternatively
they can use a
computer or
cellphone to go
search on
youtube for
roller coaster
problems.
Challenge them
to solve it before
the presenter0
:onitor discussion
during class hoo!
activity and later on
the wor!sheet.
tudents can also give
peer feedbac! and tips
.
;ive them a little slip
of paper when they
leave as!ing them to
thin! about their
homes usage of
energy. Challenge
them to thin! if they
could save their
household money by
being more energy
conscious0 This isn*t
homewor!, .ust an
invitation to start
thin!ing about the
issue.
Lesson - Wednesday, April !
th

Objective: 'ctivate knowledge of PE ! "E in a closed energy setting to determine
the velocity of a marble inside a roller coaster loop and to determine
the sources of error in a real world experiment.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: &re you
ready to have fun# (o"e on
people these are coasters with
loop de loops, $xtra credit to
anyone who can put extra bling
on their track,%
/and out the procedures,
supplies, and wor!sheet. The
idea is to build a coaster with a
downward incline and at the
bottom perform one vertical
loop de loop. tudents will be
as!ed to calculate the various
speeds of the marble at the top
of the loop ta!ing into account
various starting points 2really
their height3 on the trac!.
6photo taken fro"
http:99www.youtube.co"9watc
h#v4):$1';<5=l>7
The wor!sheet will also 1uery
the students if they got the
results they expected and to try
to figure out where the sources
of error come from.
'roper 'aper,
cissors to cut
slits to form
loops, tape, a
large bloc! of
styrofoam for
the base.
2)nstructions
ta!en from
youtube video
/ow to ma!e a
paper roller
coaster at
httpB&&www.yo
utube.com&wat
ch9
vC!A7</x4;#
>c3
'aper ( pencil &
pen
This lab is
relatively safe so
will .ust ma!e
sure students are
behaving.
;ives a real world
context for our
!inesthetic
learners.
;iven the
construction time
) don*t expect the
students to have
that much extra
time but if they
finish the lab
early ) can as!
them how they
could calculate
the centripetal
force of the
marble inside the
loop or they can
go online and
wor! on the roller
coaster gi?mo
applet to further
consolidate their
!nowledge.
Wal! around and
monitor that the
students are focused
and ma!ing progress.
)f they have any
1uestions or concerns
during the lab ) will
address them.
Lesson ! - Thursday, April 1"
th

Objective: ,ave students as a collective create their own virtual study materials for
the upcoming midterm on -onday.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: ' will
point to so"e large cards that
are turned down and say
?oes anyone wonder what
these cards are hiding# &ny
guesses to what they are#%
&fter waiting for a response '
will then ask: Who in the class
feels that they can learn
so"ething really well if they
have to explain it or teach it#%
tudents can wor! alone or in
groups of D. ) will hand them a
card with a sub.ect matter 2i.e.
/ow do we define wor!9 or
:a!e a word problem about a
bloc! that is pulled up an
incline using energy
principles3
) will have them create a
1uestion it put it on the 1ui?let
widget so everyone can access it
from the wi!i. >ssentially they
are self generating a ban! of
1uestions that the whole class
can use to help study and
prepare for the test.
tudents can trade cards if they
don*t li!e the sub.ect they got.
'aper ( pencil &
pen
Cards
Computers or
their own cell
phones
The cards are
meant to
distribute the
types of 1uestions
that are added.
tudents should
value the role of
collaboration and
cooperative wor!
in helping them
achieve a goal.
tudents really
have to
understand the
concept since
they are creating
the 1uestion.
tudents can use
this 1ui?let from
any computer or
on their cellphone
since their is
a 1ui?let app.
Eui?lets are
fun since
they can
study directly
li!e it a 1ui?
or set of
flashcards or
approach it from
a more gamey
way with drag
and drop
matching or
speed run trials.
Wal! around and see
where students are
having difficulty.
ince the students
have to create the 1ui?
this is a great tool for
formative assessment.
ince ) am guessing
even collectively it will
ta!e more than an
hour to create all the
1ui? items ) will as!
each student to come
up with a 1uestion or
two at home.
Will monitor all the
1uestions to ma!e
sure they are right. )f
not ) may challenge
another student2s3 to
see what is wrong and
correct it.
6an exa"ple
"atching pairs
exercise using
;ui+lets7
Lesson 1" - Friday, April 11
th

Objective: .ive an alternative way to view to think about work as the area under
a graph and finish reviewing for -onday&s midterm.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: ' have
good news for you, ' think
there is an easier way to think
about work using a graph
paper and calculating areas.
@y challenge to you is can you
discover the "ethod# '*ll give
you about three "inutes%
2roceed to hand the students
graph paper.
'lay this youtube video at
httpB&&www.youtube.com&watc
h9vCvJt=vv6s"xg on
smartboard that gives examples
2i.e. 5 car slowing down at a
constant rate3 where it is
possible to calculate the Wor!
done using the area under the
force & displacement graph.
'ause the video at critical spots
and get students wor!ing
individually to calculate in
advance the problem being
show.
=se last D8 L 48 minutes of
class to submit and wor! on the
1ui?let test 1uestions.
;raph 'aper (
'en & 'aper
martboard
Computer
and & or cell
phone
/ave students
participate in a
short in1uiry based
activity where they
can study how we
can relate area and
Wor!.
)t*s good if students
can understand
what is being
studied in more
than one way since
the idea has a
greater chance of
embedding in their
mind. 5lso the
math is easy and it
is intuitive for many
students.
-eed to understand
limitations of this
method since it only
wor!s when the
force is either
constant or
changing at a
constant rate.
>mphasi?e cross
curricular aspect of
this problem since
using Calculus we
can determine the
area under a curve
when the force*s
rate of change is
non linear.
5fter the opener wait
for around , minutes
and then as! for
feedbac! to see if any
group or individual
reali?ed that wor! is
the area under the
graph when force and
displacement are
assigned to the y and
x axis respectively.
5t the end of this
activity ) can as! what
types of problems this
method or insight
wor!s well for.
5s! them if the forces
rate of change is not
constant what would
the force versus
displacement graph
loo! li!e9 2curved3
Euery whether we
could use the area
under a curve to still
calculate the wor!
done. 2re1uires
calculus3
:onitor students
wor! during the
youtube video.
;o over and help out
with student
generated test
1uestions. 21ui?let3
Lesson 11 - Monday, April 14
th

Objective: 'ssess what the students currently know and use as a means of
formative assessment to help students experiencing difficulty.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
There is no classroo" hook for
this class. )ust act casual and
chit chat with the students that
enter in early to set a peaceful
tone and hopefully take away
any stress that the students
feel.
Jnce the students are ready,
give out the midterm covering
the the material we have
covered in the previous +8
lessons.
'aper ( pencil &
pen
Calculators
Want to ensure
that at the
midpoint of this
unit that students
are digesting the
material.
Will have a
chance to help
out struggling
students and
hopefully get
them bac! on
trac!.
)f some students
finish early ) will
as! them to
1uietly read or
finish an
assignment. )
won*t offer them
to use the
computer since
they may distract
the students still
ta!ing the test.
/aving the test
on a :onday
could be a double
edge sword. The
students have the
extra time over
the wee!end to
prepare but if
they don*t study
at all they may
forget some of the
material.
Though this is
summative
assessment in the
sense that it is graded
) will still use as
means of formative
assessment and write
helpful feedbac! and
tips when ) return
their midterm.
Lesson 12 - Tuesday, April 15
th
Objective: /ring in some TE components into the classroom so students can see
how society views and deals with energy issues.
Key Lesson Activities &
Ideas
Resources Rationals & Issues Assessments
-eginning (lass Hook: Aou
guys deserve a break for
working so hard on your
"idter". !o let*s switch gears
for a "o"ent and change the
tone. 5irst we will watch two
"ovies, 6pause7 >"""... Or at
least a scenes fro" each "ovie,%
how them two clips...one from
the :atrix and another from the
the ?ombie movie War World M.
2#on*t play them bac! to bac!3.
Kor each clip divide the class into
groups and get them to spea!
about what principles of physics
2specially related to energy3 were
violated. 5fter ,F+8 minutes
depending on the level and
discussion of interest ) will as!
each group to informally present
their findings and even debate
each other.
5fterwards show them the -$
>nergy site that has tips to
reduce heating, water, and
electricity costs. ;ive them +8
minutes to go over the site and
the various hints.
5ssign them homewor! where
they have to do a partial energy
audit on either their heating,
water, or electricity costs and
posts some concrete actions they
could ta!e to save money on the
class wi!i site.
martboard
5lready
downloaded
clips from the
relevant scenes
in both movies.
Jne shows the
:atrix setting
up a human
farm to use as a
power source
2essentially
human
batteries3. The
second shows
?ombies with
immense power
and strength
swarming and
ta!ing down a
helicopter
through their
collective weight.
'aper ( pen &
pencil
"eally want to give
the students some
breathing room and a
chance to influence
their attitude about
physics and science.
/elp students reali?e
that physics is not
.ust about numbers,
trigonometry, and
strict laws but it is
something that
fundamentally
affects our lives and
by understanding
energy laws we get a
better understanding
of how our world
really operates.
Will not go over any
new material because
) want to give the
students one day
breathing room.
#oing so is a human
thing to do and may
positively affect their
attitude instead of
overloading them.
Try to 1uery and
get students to
engage, debate,
and share ideas
about the
violation of
energy laws
shown in the two
movie clips.
;ive them an
)nternal >nergy
5udit slip and tell
them them that it
is due by
Thursday. Tell
them this is a
short assignment
to get them
thin!ing and
shouldn*t ta!e
more than a half
hour.
-ow that the
midterm is over
2phew3 will give
them an exit slip
as!ing if they felt
the 1ui?lets were
instructive and
helpful.
Clip from War World Z
NB Power Energy Tips
Lesson 13 - Wednesday, April 16
th

Objective: -ake students aware of Peak Oil0 E1OE(
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: ?o
you think we will ever run out
of oil#% 8ive ti"e for class to
generate answers. !hould
work in pairs.
5fterwards state a fact sayingB
)t*s harder to extract oil from
the ground after pea! oil. ;et
each student to write down
their answer on the paper. /ave
them toss their answer to
another student and see the
reasons generated. ee if
classroom can come to a
general consensus. This could
lead to a great debate.
.et think and discuss and then
present the concept of $1O$'
6$nergy return on $nergy
'nvested7.
Tal! about >"J>) and then
assign groups into 4 or 7 people
and give them a uni1ue energy
source 2i.e. /ydro, water, oil,
natural gas, solar, coal, wind3
and have them research the
>"J>) and also the
advantages & disadvantages of
each energy source.
tudents can use the classroom
computers or their own
personal devices & cell phones
to conduct their research.
5t the end of the class ) will as!
each group to present their
findings in about D L 4 minutes.
mart $oard
Computer &
personal device &
cell phone
'encil ( paper
chal!board 2if
the student
groups wants to
use it to ma!e
their mini
presentation3
)mportant to
distinguish the
difference
between global
and national
pea! oil.
:ay want to
show the bell
curve graph of
'ea! Jil and
mention the
story of :. Hing
/ubbert who*s
prediction of the
=.. reaching it*s
own pea! oil was
laughed at by
many in the
scientific
community until
it was proven
correct.
) thought of
giving this as
homewor! and
assigning as a
group pro.ect but
given the
demands of this
course ) decided
not to do this and
do it in only one
class. The
problem is that
certain aspects
will only get a
superficial
treatment but the
greater hope is
that it will
somehow set off a
spar! that will
generate future
interest.
>nsure that each
group understand
what >"J>)
really means.
2:ay have to use
an analogy that
for a business to
ma!e money they
have to invest and
spend money as
well3
Kor each of the
1uestions posed in the
activities, ma!e sure
to solicit a wide range
of feedbac! and
attempt to generate
more discussion.
5t the end of each
mini presentation as!
the students if they
have any 1uestions. )f
they don*t ) might as!
a 1uestion if ) find
that it could be
potentially helpful.
Lesson 14 - Thursday, April 17
th

Objective: #nderstand how springs hold elastic Potential Energy and go over
,ooke&s 2aw
Key Lesson Activities & Ideas Resources Rationals &
Issues
Assessments
(lassroo" hooke...u" ' "ean
hook. 6sorry ' couldn*t resist that
pun..it was <ust low hanging
fruit7: &" ' telling the truth or
a" ' telling a lie# We all know
that Work is related to $nergy
and one definition of work
involves force ti"es a parallel
displace"ent. !ince displace"ent
"eans an ob<ect has to "ove this
"eans that an ob<ect that is not
"oving can*t have any energy.
!o...agree with "e or disagree
with "e but you need to give a
reason. ?iscuss with your
shoulder partner.%
5fter a couple of minutes solicit
feedbac!. tudents will probably
mention > C mc
D
, chemical and
heat energy. /opefully someone
will mention a spring.
5s! if anyone in the class has gone
$ungee <umping. )f they have )
will tell them they can than!
/oo!e*s %aw for their survival.
;ive them a couple of basic
problems where they have to
calculate the spring constant of a
given spring and then give them a
bungee .umping problem where
they have to calculate the '>, H>
of a person with a !nown mass,
height, and bungee cord with a
!nown spring Constant. /ave
them calculate how much cord 2i.e.
pring3 they would could touch the
ground with their hands but not
impace 2and die03
Wor!sheets
mart $oard
paper ( pen &
pencil
hould be noted
that /oo!e*s law
is not +88G
accurate since if a
string is stretched
beyond it*s
capacity the
formula will no
longer hold true.
Want to interest
students in a
topic that relates
to sports and
daredevils.
This will inform
the egg drop lab
that will be done
tomorrow where
they will have to
compete
Want to carefully
monitor the wor!
done during the final
bungee .umping
wor!sheet because the
students will use this
as the template for
tomorrow*s egg drop
competition & lab.
Euery various
students who seem to
be confused and ma!e
them explain how the
closed energy system
of the roller coaster
system with a
constant value is very
similar to a bungee
.ump system.
:a!e sure solicit as
many answers as
possible but display
the final correct
answers on the screen
and also give a
handout with the
answers that they can
go home and study.
2)t will be useful for
tomorrow*s egg
bungee drop
competition3
Lesson 15 - Tuesday, April 22
nd

Objective: 3onduct an engaging egg drop competition that demonstrates the
,ookes 2aw and the constant energy of a system governed by
elastic and gravitational PE.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
(lassroo" hook: Today we
don*t have <ust a lab but we have
a co"petition, Who want*s to
throw eggs over railings, Who
wants to be the egg drop
cha"pion#%
;ive students that they will have
to use the wor!sheet which has
the procedures but they will also
re1uire yesterday*s class
wor!sheet to wor! out some of
the mathematics.
)nform them that the tric!y part
will be calculating the string
constant. ) will advise them to
devise a table showing how far
the bungee cord stretches with
each weight.
Krom here they should use the
same math we employed
yesterday to come up with a value
to calculate how much rope they
need.
They should then attach their
rope to the their mini 7 rubber
band bungee cord and see who
comes the closest
Jne very
fragile egg,
plastic bag to
hold the egg, a
collection of
different si?e
weights of
!nown mass,
ruler, a
previously
assembled
bungee cord
composed of
four rubber
bands, a lot of
rope and some
scissors to cut
the rope.
Wor!sheets
'aper ( pen &
pencil
:ay as! for some
cameras from the
tech department
to film this
because the
results may be
very close and
thus hard to
.udge0
-eed approval
from the
administration
before this lab
can be run.
:ay get another
teacher to ensure
safety of all
students
2including those
not in the class
but .ust passing
by3
/ope to get
students
interested
!nowing that they
can use math and
physics laws to
win a competition
that is fun and
thrilling.
) can only answer
basic 1uestions since
this is a competition
but ) will try to give
some hints if
appropriate. )f they
have problems with
the math ) will as!
them to loo! at
yesterday*s wor!sheet.
5fterwards will as!
students how
confident they felt in
estimating the pring
constant. Will get
student*s to compare
their values and why
they had any
differences.
Will as! student*s
what !ind of problems
they ran into when
conducting this
experiment and if
they felt any sources
of error messed up
their estimates.
egg in motion
Lesson 16 - Wednesday, April 23
rd

Objective: #nderstanding power as a change in energy over time
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: 5lex "y
"uscle and say When you
hear the word *2ower* what
co"es to your "ind first#
!hare with a partner%
;et feedbac! from students.
:ost will probably tal! about
politicians, control, car engines.
) will then select the one that is
closest to the physics definition
and say We have tal!ed about
>nergy and Wor! so far but
how is this different from
power9 What does it mean
when we tal! about
horsepower9
;ive them some time to reflect
and get some feedbac!. ee if
anyone !nows the 'hysics
#efinition and then write on
the smart board that power is
the change in power over time.
Jn the smart board go over a
problem about how much
power is exerted by the bra!es
to stop a car.
5fter that give them a
wor!sheet with 4 problems
involving different systems
where they have to calculate the
power.
mart board
'en ( paper &
pencil
:ust explain that
the standard unit
for power is a
watt but they
should recogni?e
other units li!e
horsepower and
!ilowatt hour.
tudents should
appreciate that
this unit gives a
greater
understanding to
something very
practical in our
lives since we
consume power
in our homes
using electricity
and we drive
engines that have
a certain amount
of power.
#efinition is
power is very
intuitive because
this really is a
measure of how
fast energy flows
or is transformed
from one type of
energy to
another.
:onitor students and
give feedbac! and
help for those who
loo!ed confused while
doing the wor!sheets.
;ive them a surprise
exit slip with an
easy problem li!e
determining the speed
of a roc! with a
defined mass and H>.
The idea here is to
remind the student*s
that the final unit test
will be coming up
soon so they should
be reviewing material
they may have forgot.

Lesson 17 - Thursday, April 24
th
Objective: 2earn to calculate efficiency of engines and closed energy systems
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: Aou
know last class we talked
about horsepower and how it
applied to cars. Well ' feel that
"y car gets a low "ileage
because a lot of the energy
being generated fro" the car is
not actually being used to
"ove the car forward,% !o
where is this energy going#
;ive students a couple of
minutes to thin! and then as!
for some feedbac!. hould hear
and mention thermal engine
loss, friction in the engine, wind
resistance etc.
Will show on the smart board a
couple of problems we have
done in the past 2roller coaster,
bungee .umping, 3 but ta!ing
into account the difference
between our ideal or expected
energy but what we actually got.
/ave students wor! in groups
on a gi?mo that studies the
energy and motion of a bloc!
sliding down an inclined plane
with and without friction.
mart $oard
'encil and 'en &
'aper
Classroom
Computers or
personal
devices & Cell
phones
-eed to explain
that we can tal!
about efficiency
in terms of power
and energy.
) decided not to
divulge into the
coefficient of
friction because
the -$
curriculum
doesn*t re1uire it
and the math is a
little tric!y. The
important thing
to be aware of is
that friction is
one of the !ey
causes for energy
loss in closes
systems which
has basically been
hinted at
throughout all the
other lessons. )n
this lesson, they
have a chance to
calculate it.
:onitor students
when they are
wor!ing on the
gi?mos and give them
any advice or help
when needed.

Lesson 1 - Friday, April 25
th
Objective: (nvestigate the motion of a pendulum as study it as yet another
example of a system with a constant "E 4 PE 5closed system6
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
(lass Hook: Have any of you
ever gone to the circus and
seen those acrobats swing
fro" rope to rope#% 'f they
keep on swinging back and
forth and back and forth..what
would you call that# 6wait for
an answer7 That*s right a
pendulu"...and it so happens
'*ve brought one to class.% Tap
the ball and start it swinging.
How long will it keep on
swinging like that#%
ince it ta!es a long time for the
pendulum*s energy to dissipate
) can as! how close this is to an
ideal system.
;ive all the students a
challenge. ;ive them graph
paper and have them label the x
axis as time and the y axis as
velocity. >xplain that since the
pendulum moves both bac! and
forth it will have a positive 2(3
and negative 2F3 velocity. ee if
they can graph velocity as a
function of time by loo!ing at
the pendulum.
5fterwards have them go to the
;i?mos sight and wor! on the
pendulum applet that studies
the '>, H>, and total energy.
;raph paper
'aper ( pen &
pencil
Classroom
computers or
personal
devices & cell
phone
>ven though )
won*t put
anything on the
=nit test about
the sinusoidal
nature of a
pendulum ) am
introducing it
here because the
next unit is
waves and we
will be studying
periodic motion.
This is essentially
a brief preview
and will be used
as a later hoo!
in the next unit.
) don*t expect
much confusion
with this section
since it very
similar to the
other ones. This
!ind of serves as a
review and
reinforcement.
)t*s good to see
the same concept
from many
different
viewpoints.
)f some of the
students are having
difficulty with
graphing the
pendulum 2velocity as
a function of time3 as!
them at what points
the ball is moving
completely still. /ave
them mar! the points
on their graph. Then
as! them when the
ball is moving its
fastest and have them
mar! the paper as
well. ee if they can
figure out how to
mar! all the points in
between.
Euietly monitor
students wor!ing on
pendulum gi?mos
1uestions and if they
even 1uestions ) will
be more than happy
to assist them.

Lesson 1! - Monday, April 2
th
Objective: ,ave students as a collective generate their own bank of 7uestions to
prepare them for the upcoming 8inal #nit Test on )ednesday
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
-eginning (lass Hook: ' <ust
want to say that you folks did
a great <ob on the last ;ui+let
bank of ;uestions and it see"s
we got so"e positive feedback
so let*s do an even better <ob
this ti"e, ' really appreciated
the effort you put into it.%
tudents can wor! alone or in
groups of D. ) will hand them a
card with a sub.ect matter .ust
li!e last time.
) will have them create a
1uestion and then add it to the
ban! of 1uestions 1ui?let
widget. This means that
everyone who can access the
wi!i site or a cell phone will be
able to access this ban! of
1uestions.
tudents can trade cards if they
don*t li!e the sub.ect they got.
'aper ( pencil &
pen
Cards
Computers or
their own cell
phones
The cards are
meant to
distribute the
types of 1uestions
that are added to
ensure that
students don*t
duplicate entries
into the ban!.
tudents should
value the role of
collaboration and
cooperative wor!
in helping them
achieve a goal.
tudents really
have to
understand the
concept since
they are creating
the 1uestion.
Eui?lets are fun
since they can
study directly li!e
it a 1ui? or set of
flashcards or
approach it from
a more gamey
way with drag
and drop
matching or
speed run trials.
Wal! around and see
where students are
having difficulty.
ince the students
have to create the 1ui?
this is a great tool for
formative assessment.
ince ) am guessing
even collectively it will
ta!e more than an
hour to create all the
1ui? items ) will as!
each student to come
up with a 1uestion or
two at home.
Will fact proof each
1uestions to ma!e
sure the students are
not misled. )f there is
something wrong with
the 1uestion or
answer ) will
challenge another
student2s3 to see what
is wrong and correct
it.
Won*t add my own
1uestions to the ban!
because ) don*t want
student*s to thin! Jh
) don*t have to worry
about it because the
teacher will do
everything for me.
Lesson 2" - Tuesday, April 2!
th
Objective: tudents can do whatever they feel is necessary to prepare for the #nit
Exam.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
5t this point ) will .ust point out
that they have done a great .ob
on their 1ui?let ban! of
1uestions and answers. ) will
encourage them to do whatever
they feel is necessary to prepare
for the exam including wor!ing
on the online gi?mo lab
simulations, using the 1ui?let
ban! of 1uestions, studying
with a friend, going over old
notes, or as!ing 1uestions
about the material, or even
adding another 1uestion to the
gi?mo ban!.
When the classroom is over, )
will as! them to use the wi!i
site to as! any 1uestion and
either ) or anyone in the class
will try to answer bac!0
5lso tell them to relax and wish
them the best of luc!.
'encil ( 'en &
'aper
Computer,
'ersonal device,
and & or
cellphone
tudent*s notes
This class is
essentially an
extra class
beyond the -$*s
curriculum
recommendation
of D8 hours. This
is done so the
students have
extra time to
prepare.
) scheduled the
final test for the
wee!end in case
the students were
la?y and did not
study over the
wee!end. 2) can*t
always use this
strategy though
as the midterm
was actually on
.ust so that the
students have
more time to
prepare and a
chance to build
their confidence.
Will monitor the room
1uietly and loo! at the
students faces and try
to cue in if they are
stuc! or have any
1uestions.
)f a student as!s a
1uestion ) will as!
#oes anyone here in
the room !now how to
solveNNN )f someone
does ) will !indly as!
that student to help
out. The reasoning
behind this is because
) encourage a
cooperative and self
sustaining
environment and
since ) am the only
teacher with 48
students ) may not
have the opportunity
to try to answer every
1uestion. )n other
words, this is student
centered learning0
Jf course ) will also
help out answer any
1uestions the students
have.
Lesson 21 - Wednesday, April 3"
th

Objective: 'dminister summative assessment to see how much of this unit the
students understand.
Key Lesson Activities &
Ideas
Resources Rationals &
Issues
Assessments
.ike the "idter" there is no
introductory hook for this
class. )ust act casual and chit
chat with the students that
enter in early to set a peaceful
tone and hopefully take away
any stress that the students
feel.
Jnce the students are ready,
give out the final unit test
covering the complete unit 2i.e.
:aterial we have covered in all
the lessons3
'aper ( pencil &
pen
Calculators
-eed some
measure to assess
the final
!nowledge and
conceptual
understanding of
the principles of
wor! and energy.
)f some students
finish early ) will
as! them to
1uietly read or
finish an
assignment. )
won*t offer them
to use the
computer since
they may distract
the students still
ta!ing the test.
This is the final
summative
assessment. ) will
grade the tests and
give helpful feedbac!
and hope the students
have gotten some ta!e
away from this class &
unit.
)f ) feel that any
student had problem
with the test and not
the material ) will as!
why and see what the
problem was. )f
applicable, ) may
change my style of
1uestions and & or
give the students
some test ta!ing
strategies that help
out.
#uring the next class
where we start a unit
on waves ) will as!
the students if they
are relieved, happy, or
sad about completing
the Wor! & >nergy
unit.