Lesson Plan using Teachnology

a. Objective List

Objectives: Students will be able to [See key below!]

knowledge claim	skill claim
know = K	do = D

D	1.	Collect data from fan carts and find velocity (NETS 1.c.)
D	2.	Compare velocity v. time graphs for each weight
K	3.	Analyze the relationship between mass and velocity
D	4.	Determine momentum using mass and velocity
D	5.	Compare and contrast the relationship between mass and momentum
K	6.	Write and define formulas for velocity, momentum, and acceleration
K	7.	Define/Identify Key Terms listed below
D	8.	Apply digital tools to gather, evaluate, and use information (NETS 3)

b. Materials List

Materials:

·      Fan Cart

·      Ticker Tape and Timer

·      200g Weight

·      500g Weight

·      Scotch Tape

·      Meter Sticks

·      Graph Paper

·      Rulers

c. Terms

Science

Velocity: the rate at which an object is changing position overtime in a specific direction. V=distance/time. Example: (m/s)

Momentum: the quantity of motion or how much motion something has. Can be expressed as mass multiplied by velocity. Momentum is represented by a p in physics. p=m l v

Acceleration: the rate at which an object changes its velocity. a=(distance/time)/time. Example: (m/s²)

 

Math

Direct relationship:
A relationship between two numbers or other variables where an increase or decrease in one variable causes the same change to occur in the second variable.

Inverse relationship: An association in which the value of one variable increases while the value of the other variable decreases, and vice versa. An inverse relationship is also called a negative relationship.

Variable: A symbol for a number we don't know yet. It is usually a letter like x or y.

ê(delta)- This symbol is use to represent the word change. d_f—d_i

d.  Preview Questions

Preview Questions: (to be asked near beginning or lesson)

1. Will the weight of an object affect its acceleration or momentum?

2. Which car will have the greatest momentum, a car with no weight added, with 200g added, or with 500g added?

3. What devices could we use to measure acceleration?

e. Anticipatory Set/Grabber

Ask students the difference between speed, velocity, and acceleration to get them thinking about the key terms for this lab

Show They Might Be Giants- Speed and Velocity on Youtube.com http://www.youtube.com/watch?v=DRb5PSxJerM

The video describes the relationship between speed, velocity, and acceleration through a song.

f. Agenda/List of What Will Happen

1. Anticipatory Set: show the youtube video They Might Be Giants- Speed and Velocity http://www.youtube.com/watch?v=DRb5PSxJerM

2. Use the preview questions.

3. Provide the definitions of terms with examples, have students put these in their foldable.

4. Demonstrate how to collect data using the ticker tape and discuss HANDOUT #1

5. Students collect data and record on HANDOUT #1.

6. Present a mini-lesson of how to calculate velocity, and graph a time v. velocity graph in excel.

7. Students calculate their velocity and graph results.

8. Class Discussion of momentum.

9. Give Groups time to calculate and graph momentum.

g. Oral Assessment Questions

Summary/oral assessment questions: (to be used near the end of the lesson)

1.     What variables did you use in this lab?

2.     Describe the relationship between time and velocity, time and momentum, and velocity and momentum; are they inversely or directly related.

3. What factors could have affected your results?

4. How did the weight affect the velocity? The momentum?

5. If the cars continued to run on a flat surface would they eventually reach a constant speed or continue to accelerate?

h. Post Lesson

Post Lesson

1.     Discuss as a class what we determined from the lab and compare results.

2.     Students take an individual assessment aligned to objectives.