Lesson Plan

Name: Julian Springer School: Public High School

Grade Level: 11/12 Number of Students: 20

Unit: Mechanical Physics Lesson Duration: 60 minutes

Date: 2:30-3:30 pm, November 6th, 2018

Colorado Academic Standards: Science, High School, Standard 1. Physical Science

Prepared Graduates:

2. Students can use the full range of science and engineering practices to make sense of
natural phenomena and solve problems that require understanding interactions between
objects and within systems of objects.

Grade Level Expectation:


4. Newton’s second law and the conservation of momentum can be used to predict
changes in the motion of macroscopic objects.

Evidence Outcomes:

Students Can:

b. Use mathematical representations to support the claim that the total
momentum of a system of objects is conserved when there is no net force on
the system. (HS-PS2-2) (Clarification Statement: Emphasis is on the quantitative
conservation of momentum in interactions and the qualitative meaning of this
principle.) (Boundary Statement: Limited to systems of two macroscopic bodies
moving in one dimension.)
Objectives:
• By the end of the lesson students will be able to define work as the area under a curve correctly
(verbally and using equations) according to the definitions presented in class.

• Students will turn in a lab report on the “Getting Pushed Around” lab the following class to an
accuracy of 60% according to the Scientific Lab Report Rubric.
Learning Targets:

I can find the amount of work exerted on an object by using the area under the curve method.

Assessments:
Formative:

• Explanation game worksheet on area under the curve

• Input during worked examples on the board

Summative:

• Completed a lab writeup (due next class)

Materials:
• Explanation game worksheet: attached

• White board/expo

• Videos:

• Lab:

• Lab procedure handout: attached

• Pushcarts

• Digital “walking wheel” measuring device

• Digital Newton-meter

• Traffic cones

• Helmets

• Exit ticket: attached

Essential Questions/Big Picture Statement:
Why is the area under the curve method of finding work-done so powerful and applicable? Can we use
this method to find other values? Where have we seen this method used before? What are the
limitations to this method? (High level: Can you explain the math behind the method?)
 Lesson Plan
Introduction/Anticipatory Set:
We have learned all about work and energy and how they relate to each other. Now we will be applying
it. In the parking lot! More specifically, we will be learning how to find the work done in moving an
object even if we don’t have a nice linear progression of movement. The area under the curve method
is incredibly powerful, and is derived from integral mathematics. It allows us to find the amount of
work-done for ANY TASK as long as we can graph the force exerted as a product of displacement.
Lesson Process:

I. Introduction 3

II. Explanation Game 15

A. We will conduct an Explanation Game to get students warmed up for the discussion and
examples on the board regarding work as the area under the curve

B. I will run around the classroom pulling a cart erratically with a Newton-meter, shouting out
readings

1. Before doing this, students will be asked to make observations regarding my velocity,
speed, the force I am exerting on the cart, and any other inputs to the system of: Julian
and Pushcart, while attempting to record the force I am exerting on the pushcart

2. Students will then be asked to contribute what they observed both qualitatively and
qualitatively, explaining why they think what they observed is true based on our
understanding of work, energy, force, displacement, time, etc.

3. I will then challenge students to explain in detail how much work was exerted on the
pushcart, and to estimate how much work I did running around the classroom

C. I will close up the discussion with an introduction to a better way to do things!

III. Demonstration/Lab setup 10

A. I will take the data from my Newtonmeter, alongside an estimation of the displacement over
time, and how my students that we can find work as the area under the graph of force vs.
displacement, since W=FxD, we can be very accurate with erratic values over time if we are
able to either find an equation for our graph, or can plot data and create a graph

B. We will work through some simple problems as a whole class, in which I will call on students as
I work these problems on the board and the powerpoint

C. Ideally, during this time we will skim the surface of the calculus behind these solutions. This will
be differentiated instruction for the overachievers in the classroom, and they will be able to
demonstrate their understanding in an entry ticket, and in the followup questions in the lab
worksheet

IV. Lab 30

A. Break students in to groups by ordering them by the sum of their birth dates (silently). Pair from
the start to the end of the line. Pass out lab sheets and have students collect materials and
head outside to the parking lot

B. Students will spend about 15 minutes gathering data, where each student will push the other
for 5 minutes, then switch. I will be outside assisting with equipment, questions, and generally
helping facilitate a timely completion fo the data gathering portion of the lab

C. We will then head back inside where we can upload our data, and begin to create force vs.
displacement graphs

D. Completing a full lab writeup will be homework due next class period

V. Close 2
A. I will close by making sure that students are prepared to complete their lab assignments at
home