Download 5E Energy Lesson Plan

5E Learning Cycle Lesson Plan
Name: Alexandra Iuga, Andrew Manning, Csaba Toth
Subject: Physics
Topic: Conservation of Energy
Grade: 11th and 12th grade
Date: November 19th 2015
Duration: 30 minutes
Virginia Standards of Learning (SOLs):
PH.6 The student will investigate and understand that quantities including mass, energy, momentum, and
charge are conserved. Key concepts include
a) kinetic and potential energy;
Next Generation Science Standards:
1. PRACTICES: ENGAGING IN ARGUMENT FROM EVIDENCE
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to
constructing a convincing argument that supports or refutes claims for either explanations or
solutions about the natural and designed world(s).
 Construct, use and present oral and written arguments supported by empirical evidence and
scientific reasoning to support or refute an explanation or a model for a phenomenon. (MSPS3-5)
2. DISCIP LINARY CORE IDEAS
PS3.B: CONSERVATION OF ENERGY AND ENERGY TRANSFER
When the motion energy of an object changes, there is inevitably some other change in energy
at the same time. (MS-PS3-5)
 The amount of energy transfer needed to change the temperature of a matter sample by a given
amount depends on the nature of the matter, the size of the sample, and the environment. (MSPS3-4)
 Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MSPS3-3)
3. CROSSCUTTING CONCEPTS

ENERGY AND MATTER
The transfer of energy can be tracked as energy flows through a designed or natural
system.(MS-PS3-3)
 Energy may take different forms (e.g. energy in fields, thermal energy, energy of
motion). (MS-PS3-5)
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OBJECTIVES:
Students will be able to understand:
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Energy cannot be created or destroyed it can only be transferred.
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Velocity is increased when the total energy is increased.
Students will be able to know:
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Potential energy is the energy stored.
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Kinetic energy is the energy of motion.
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Velocity is the same for an objects in motion at the same height.
The total amount of energy does not change.
Students will be able to do:
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Describe kinetic energy, potential energy, and velocity (remembering)
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Describe the law of conservation of energy (remembering)
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Label on a diagram where PE and KE is at a maximum (remembering)
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Label on a diagram where the highest velocity is exhibited (remembering)
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Determine the relationship between PE, KE, and total Energy. (evaluating)
MATERIALS / RESOURCES:
Materials
Required:
Pencil/Pen,
worksheet,
laptop
for
the
applets
(https://phet.colorado.edu/en/simulation/energy-skate-park
and
https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html)
SAFETY
 Students will also be reminded of appropriate safety procedures for laptop usage.
PROCEDURES:
Engage Phase- (2 minutes)
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Will open the discussion by bringing up swings and if anyone remembers swinging as a kid and
what they’re favorite part was.
The teacher will ask the students if they’ve ever been to an amusement park and rode a roller
coaster?
What type of energies are involved in your favorite rides at the park?
The teacher will then ask students which of these rides involves potential energy and kinetic
energy?
The teacher will then ask the student to think about the answers to the following two questions:
What do you think when you hear the word “conservation”? List some examples.
When do you think you’re going the fastest when you’re on a roller coaster? Which is your
favorite part?
The teacher will write down the students’ prediction on the board.
These are the testable questions asked of students in the first half of the worksheet
Now the teacher will ask students to use the first applet and record their PE, KE and total energy
for three scenarios that they set up.
Then the worksheet will prompt student through questions:
Explore Phase - (5-7 minutes)
 Students
will
follow
the
directions
on
their
worksheet
and
access:
https://phet.colorado.edu/en/simulation/energy-skate-park
 Each group will play with the simulation and change the rider three different times and record the
KE, PE and total energy as directed
Explain Phase- (5 minutes)
 At this point the teacher will ask the students to share any overlying trends that they have
identified from their exploration.
 The main trends will be written on the board for the students.
 Based on their data and observations students will be asked to describe PE, KE and Energy.
 The teacher will ask students to identify:
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o
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Where the highest and lowest PE, KE and total was experienced?
What does this tell you about what the law of conservation might mean?
Where our first hypothesis correct?
What is the kinetic energy at the top left of the track?
What is the potential energy at the top left of the track?
What is the kinetic energy at the middle of the track?
What is the potential energy at the middle of the track?
What is the kinetic energy at the top right of the track?
What is the potential energy at the top right of the track
The teacher will clarify any underlying questions that students might have about KE, PE and total
Then the teacher will ask if students: “Have you observed anything in the applet about how fast
the skater was going at the three points?”
Using the data they have collected and analyzed, students will be asked to describe the law of
conservation energy.
Extend [Elaborate] Phase (10 minutes)
 The teacher will now ask students
o “Have you ever been on a roller coaster? When were you going the fastest?”
o “If you had to make your own roller coaster, what would you incorporate to maximize the
speed?”
 The teacher will write these ideas on the board.
 Then the teacher will direct students back to their worksheets, where students are prompted to
make more observations on the velocity and manipulate the track for the skater to make him go
the fastest. They will use the second applet for this https://phet.colorado.edu/sims/html/energyskate-park-basics/latest/energy-skate-park-basics_en.html
 They will make observations about what properties did they change about the track to cause the
skater to go faster. (EX: height, steepness, length of track, tightness of the turn)
 The teacher will then facilitate a discussion that will help students generate some responses about
how they made their skater reach the highest speed
 Then the teacher will ask students
o How does the total energy of the system compare at the highest speed and the lowest
speed?
o What does this tell you about how velocity and energy are related to each other?
Evaluate Phase- (2 minutes)
 The students will be asked to complete a short assessment asking them to identify the following
points on a picture of a roller coaster:
o When is KE max?
o Potential energy max?
o V max?
o Where do they experience 0=v?
o When is total energy max?
 This should help us get an understanding of the students grasp of conservation of energy
concepts.
ACCOMMODATIONS:
1. Students will receive an email 24 hours in advance of the lesson to bring their own laptops due to
an electronic lab being conducted in class. In the event that they are not able to bring their own
they shall be provided with one. During this time students will be notified to let the teacher know
of any accommodations they need beyond those listed in their IEP’s for such a lab.
2. For students with the need for a language accommodations, it will be noted to them that the lab’s
data collection has minimal reading skills necessary to complete and students will be paired with
a peer for an assistance. Spanish, Romanian, and Hungarian language assistance is available at
hand through the teachers.
3. Headphones and separate seating arrangements will be offered to students who need them.
4. For students with visual impairments, a teacher, para-educator, or special education specialist will
guide the students via their IEP. If their IEP allows them to participate in such labs, they may
simply be read the text by a peer and either have the simulation described to them or have an
indented printout of the graphs presented to them to trace.
5. ELL students may request for additional time to complete the lab during study hall as well as seek
one on one assistance to complete the lab through either the teacher or an ELL tutor.
RESOURCES/REFERENCES:
ttps://phet.colorado.edu/en/simulation/energy-skate-park
skate-park-basics/latest/energy-skate-park-basics_en.html
http://themeparks.lovetoknow.com/Roller_Coaster_Facts
https://phet.colorado.edu/sims/html/energy-
Features and levels of Inquiry
This lesson addresses all 6 features of inquiry in our teaching. For the first feature of inquiry the
main question is scientifically oriented and the teacher poses it: How are potential energy and
kinetic energy related to total energy? This means that the variation of this feature of inquiry is
4. For the second feature of inquiry, the evidence was collected by the students and organized in
tables provided by the teacher, making it a variation 2. The students also engage in data analysis
that is guided by the teacher making it a variation 3. For the third feature of inquiry, the students
are tasked with creating an explanation that ties back to the main question and are guided by the
teacher to do so making it a level 2 variation. Then with this explanation learners are asked to
seek connection with other scientific knowledge to validate their explanations. Because this
connection is provided by the teacher in the for roller coasters it is a level 2 variation. The final
feature of inquiry is addressed as the students are asked to report their explanations to the class in
a method dictated by the student making this a level 1 variation