Download Focus Plan - Texarkana Independent School District

Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Biology – 3rd , Chemistry – 2nd,
IPC – 2nd, Physics – 4th
L. Petty
PLAN CODE:
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
1½ hours
TITLE:
To The Race Track
LESSON TOPIC:
Kinetic and Potential Energy
TAKS OBJECTIVE:
Objective 5
The students will demonstrate an understanding of motion, forces, and energy.
FOCUS TEKS AND STUDENT
EXPECTATION:
11.6 The student knows the impact of energy transformation in everyday life.
The student is expected to:
(A) describe the law of conservation of energy
Objective 1: The student will demonstrate an understanding of the nature of
science.
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Energy
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Energy is the ability to do work or cause motion.
Energy forms
Energy comes in many forms but all can be identified as either potential or kinetic.
Conversions
Energy can be converted from one form to another.
Efficiency
No energy change is 100% efficient.
Heat
In any energy conversion, some energy is “lost” as heat.
Law of Conservation
The Law of Conservation of Energy states that energy can be neither created nor
destroyed in a physical or chemical change.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students get to class, have several candles burning. Explain that you are converting energy.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Discussion
Explain that the candle has potential (stored) energy. When a candle is lit, the stored potential energy is
released and converted to kinetic heat and light energy.
C.
Guided activity or strategy
Put Transparency Master – Energy Conversions on the overhead and lead students through the examples.
D.
Accommodations/modifications
Students requiring accommodations may be given a copy of the Transparency Master with answers.
E.
Enrichment
Students requiring enrichment may be assigned vocabulary words prior to the activity or may be assigned the
Transparency Master for homework prior to the activity.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab Worksheet – To The Race Track.
B.
Accommodations/modifications
Students requiring accommodations may require a peer tutor.
C.
Enrichment
Students requiring enrichment may serve as peer tutors.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – To The Race Track
B.
Rubrics/grading criteria
Data table set up for each table should count as 10 each for a total of 20 points. Points should be given for
each column heading (one each for label and one each for proper unit) and for filling in the independent
variable (2 points). Questions should count as 4 points each.
C.
Accommodations/modifications
Students requiring accommodations may need help setting up the data tables (work with a peer tutor) and
may need some leniency on questions 9 and 10 since they are higher level questions.
D.
Enrichment
Students requiring enrichment may serve as peer tutors and may also have to answer questions 9 and 10 for
more than one height.
E.
Sample discussion questions
1.
2.
3.
4.
5.
IV.
What is potential energy? Energy that is stored or due to the position of an object.
What is kinetic energy? Energy of motion or energy being released.
What happens during an energy conversion? Energy is changed from one form to another.
How does the Law of Conservation of Energy apply? During any energy conversion, no energy can be
created or destroyed. The amount of energy before the conversion must equal the amount of energy
after the conversion.
If a 50 kg object is dropped from a height of 10 m and reaches a speed of 29.4 m/sec in 3 seconds, how
much potential and kinetic energy does it have?
GPE = mgh
KE = ½mv2
2
GPE = (50 kg)(9.8 m/sec )(10 m)
KE = ½(50 kg)(29.4 m/sec)2
GPE = 4900 Joules
KE = 21,609 Joules
TAKS PREPARATION
A.
Transition to TAKS context
1. Mechanical energy is converted into heat energy when ____.
(a) charcoal is burned in a grill
(b) lasers are used to make a colorful display
(c) food is stored in fat cells
(d) hands are rubbed together
2. The kinetic energy of an object increases as the object ____.
(a) speeds up
(b) slows down
(c) loses mass
(d) stops moving
3. Raising or lowering a flag on a pole changes the flag’s _____.
(a) chemical energy
(b) potential energy
(c) electromagnetic energy
(d) nuclear energy
Question 4 is based on the following basketball drawing.
4. At what point does the basketball have the most potential energy?
(a) Point A
(b) Point B
(c) Point C
(d) Point D
5. An example of kinetic energy continuously being changed to potential energy and back might be ___.
(a) a moving train
(b) electric charges moving along a path
(c) a girl jumping on a trampoline
(d) a rock poised at the top of a mountain
B.
Sample TAKS questions
Spring 2003
1. Which process best shows the conversion of solar energy to chemical energy?
(a) Prevailing winds causing windmills to spin
(b) Green plants making their own food
(c) Uranium producing heat to make steam
(d) Tides generating electricity
2. What is the potential energy of the rock?
(a) 59,900 joules
(b) 64,600 joules
(c) 93,100 joules
(d) 121,600 joules
Spring 2004
1. Which of the following is an example of solar energy being converted into chemical energy?
(a) Plants producing sugar during the day
(b) Water evaporating and condensing in the water cycle.
(c) The sun unevenly heating Earth’s surface
(d) Lava erupting from volcanoes for many days.
.
C6H12O6 + 6O2  6CO2 + 6H2O
Glucose
Oxygen
3000 kJ
300 kJ
Carbon
Dioxide
200 kJ
Water
150 kJ
2. Why is the sum of the products’ energy in this reaction less than the sum of the reactants’ energy?
(a) Energy is given off as heat.
(b) The products absorb available energy.
(c) Energy is trapped in the reactants.
(d) The reactants’ energy is less than the melting point of glucose.
3. An inventor claims to have created an internal combustion engine that converts 100 kJ of chemical energy
from diesel fuel to 140 kJ of mechanical energy. This claim violates the law of conservation of ______.
(a) momentum
(b) inertia
(c) energy
(d) mass
Solar Radiation and Earth
Effect
Solar radiation reaching Earth
Radiation reflected back into space
Radiation heating atmosphere, landmasses, and
oceans
Radiation producing winds and ocean currents
Radiation used in photosynthesis
Radiation resulting in evaporation of water
Amount of
Energy per
Second
(terajoules)
173,410
52,000
81,000
370
40
?
4. Assuming the chart contains all energy transformations in the Earth system, how much solar radiation goes
toward evaporating water?
(a) 40,000 terajoules
(b) 92,410 terajoules
(c) 121,410 terajoules
(d) 133,410 terajoules
V.
KEY VOCABULARY
gravity
kinetic energy
mass
VI.
potential energy
velocity
RESOURCES
A.
Textbook
None needed
B.
Supplementary materials/equipment
Transparency Master – Energy Conversions
Instructor’s Copy – Energy Conversions
Lab Instructions – To The Race Track
Lab Worksheet – To The Race Track
Instructor’s Copy – To The Race Track
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over graded labs with students.
B. Next lesson in sequence
Biology – energy change in the body. Chemistry and IPC – endo- and exothermic energy changes.
VIII.
TEACHER NOTES
Before lab:
1. Pieces of race tracks can be picked up at garage sales or resale shops. If race tracks can not be found, it is possible
to alter the lab to use flexible clear tubing and various weight ball bearings or marbles.
2. Run of the Transparency Master – Energy Conversions
3. Run off a class set of Lab Instructions – To The Race Track.
4. Run off enough Lab Worksheet – To The Race Track for each student to have one.
5.
Practice the lab several times with the materials to get an idea of the approximate answers students should get.
During lab:
6. Make sure students assemble the tracks so that the car will stay of the track through the whole distance (the track
angle can be adjusted by moving the ring stands.
7. Spot check that students are measuring the final height accurately.