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 27th, 2018
Colorado Academic Standards: Science, High School, Standard 1. Physical Science
Prepared Graduates:

3. Students can use the full range of science and engineering practices to make sense of
natural phenomena and solve problems that require understanding how energy is
transferred and conserved.

Grade Level Expectation:


6. Energy is a quantitative property of a system that depends on the motion and
interactions of matter and radiation within that system.

Evidence Outcomes:

Students Can:

b. Develop and use models to illustrate that energy at the macroscopic scale
can be accounted for as a combination of energy associated with the motion
of particles (objects) and energy associated with the relative positions of
particles (objects). (HS-PS3-2) (Clarification Statement: Examples of
phenomena at the macroscopic scale could include the conversion of kinetic
energy to thermal energy, the energy stored due to position of an object
above the Earth, and the energy stored between two electrically charged
plates. Examples of models could include diagrams, drawings, descriptions,
and computer simulations.)

Objectives:
• Students will show they understand the relationship between thermal energy, friction, and
efficiency by completing a Circle of Viewpoints activity and a lab on friction by the end of class.

• Students will turn in a lab report on the “Friction, Just Let it Slide” lab the following class to an
accuracy of 60% according to the Scientific Lab Report Rubric.

Learning Targets:

I know that friction creates thermal energy! I can quantify it, and discuss the efficiency of a system.

Assessments:
Formative:

• Peer review of independent project proposal presentations

• Presentation on independent project

• Circle of Viewpoints: friction, energy lost, and efficiency

Summative:

• Completed lab writeup (due next class)

• Notebook checks (these are only completed twice a unit, but can be expected by students at any
time)

Materials:
• Peer review sheets: attached

• Lab:

• Lab procedure handout: attached

• Newton meters

• Weights

• Wood block

• Various combinations of surfaces

• Felt

• Velcro

• Glass

• Concrete

• Desk top

• Rubber sheeting

• Plastic sheeting

• Ice!?

• Anything the students can come up with!

• Stopwatches

Essential Questions/Big Picture Statement:

In physics, as in most science classes, we assume that we are working with perfectly closed
systems. In real life this is obviously not the case. Where do we lose efficiency? Why is it so
important to take note of the efficiency of a system? Where in every day life is efficiency important?

Joke:
(Milk production at a dairy farm was low, so the farmer wrote to the local university, asking for
help from academia. A multidisciplinary team of professors was assembled, headed by a
theoretical physicist, and two weeks of intensive on-site investigation took place. The scholars
then returned to the university, notebooks crammed with data, where the task of writing the
report was left to the team leader. Shortly thereafter the physicist returned to the farm, saying
to the farmer, "I have the solution, but it works only in the case of spherical cows in a
vacuum”.)

Introduction/Anticipatory Set:
Friction can be a drag sometimes! This is our first look at imperfect systems, and will be our first
foray in to understanding that theoretical and applied physics are worlds apart. This isn’t to say that
we can’t try to understand all of the variables that come in to play when we are working with real
world materials (see: spherical cow). Power, as an extension of work done, is something we see in
our everyday lives. But how efficient are we in the application of power to various tasks? What are
the shortcomings we encounter when trying to accomplish these tasks? Today we will begin to
understand how to quantify imperfect systems and efficiency.

Lesson Process:

I. Introduction 3

II. Project proposal presentations 20

A. We have been working hard on our independent projects and at this point are prepared to
begin setting up our experiments. All of our independent research is completed, and we have
 sufficient background knowledge to create well thought out, precise, and controlled
experiments to verify our hypotheses.

1. I will set up the groups, then observe and interject where appropriate with each group. We
will also collect peer feedback reviews

B. Students will break up into groups of 4

1. These groups are preselected based on students projects so we have a strong variety of
complexity and subject matter in each group

C. Each student will have 3 minutes to present their proposed project, the results of their
research, and their proposed experiment

1. During this time, the other students in the group will be expected to fill out a half sheet
peer review form

D. These presentations will be followed by 2 minutes of peer questioning

1. “The goal here is for your peers to help you clarify any confusions you have regarding your
project, and to bring up any issues or areas of further study that are needed. As well as to
see the variety of enthusiasms we have in class! Good peer review etiquette is expected,
and I hope to see lots of sandwiches (compliment/critique/compliment)!”

2. Students will turn in a peer review form for each presentation they are party to. Each
student should get feedback from three other students, and help critique three other
projects

III. Circle of Viewpoints 12

A. Students will remain in their groups, and will receive a scenario (boat, bicycle, car, airplane,
train) with various different viewpoints (wheels, axles, propellers, tracks, etc.). Every student in
each group will select a viewpoint to analyze

1. In each group, students will attempt to embody the component of the system that they
have chosen

B. As a group students will discuss, paying especial attention to anything that might affect the
efficiency of the system as a whole. This should take about 10 minutes.

1. Students are expected to write out how their component might affect the machine as a
whole if it fails, if it has friction, etc.

2. This writeup will be turned in after our discussion and clarification session

C. We will come together as a class to address any confusion or questions that may arise before
we dive in to our lab.

IV. Lab 20

A. Keep students in the same groups they have been in. Students will decide who will collect
each item on the lab worksheet

B. Students will then complete the lab worksheet, paying attention to static and sliding friction

1. The lab writeup should discuss the four types fo friction: static, sliding, rolling, and fluid
friction

C. During this time I will be wandering the classroom assisting and answering questions

D. Clean up lab space

V. Close 5
A. I will close by making sure that students are prepared to complete their lab assignments at
home

B. Students have been aware of Monday’s unit test, but will remind them of it, and offer my
availability for office hour visits with issues both this afternoon and Monday morning, as well
as my availability by email
C. All students will share with their neighbor in pairs (or triplets) one piece of knowledge they
already knew, something new and exciting, and how this new exciting knowledge is relevant
to them in everyday life