Focus Plan - Texarkana Independent School District
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |Chemistry I + IPC – 1st six weeks, Biology – |PLAN CODE: | |
| |3rd six weeks | | |
|WRITER: |L. Petty |COURSE/SUBJECT: |10th grade science |
|GRADE(S): |10th |TIME ALLOTTED FOR INSTRUCTION: |3 hours |
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|TITLE: |May The Force Be With You |
|LESSON TOPIC: |Demonstrate and calculate speed, acceleration, work and power. |
|TAKS OBJECTIVE: |Objective 5 |
| |The student will demonstrate an understanding of motion, forces, and energy. |
|FOCUS TEKS AND STUDENT EXPECTATION: |The student knows concepts of force and motion evident in everyday life. |
| |The student is expected to: |
| |calculate speed, momentum, acceleration, work, and power in |
| |systems such as in the human body, moving toys, and machines. |
|SUPPORTING TEKS AND STUDENT EXPECTATIONS: |Objective 1: The student will demonstrate an understanding of the nature of |
| |science. |
| |10.1 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 |
| |10.2 The student uses scientific methods during field and laboratory |
| |investigations. The student is expected to: |
| |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 |
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|CONCEPTS |ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES |
| |The student will understand that |
|Forces |People are affected by forces everyday of their life. |
|Gravity |Gravity causes falling objects to accelerate as they fall. |
|Friction |Friction is a force that works in opposition to gravity. |
|Work |If a force makes an object move, work is being done. |
|Speed |A moving object has speed, either constant or changing. |
|Momentum |Momentum is the relationship between mass and velocity. |
|Power |Doing work faster uses more power. |
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I. SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A. Focus/connections/anticipatory set
1. Take one piece of paper and drop it (it should waft slowly down).
2. Pick up the same piece of paper, crumple it and drop it (it should fall more quickly).
3. Explain to students that the object started falling at the same rate (9.8 m/s2), but that the flat paper reached
terminal velocity sooner (the air resistance slowed the flat piece of paper) so it’s speed remained the same,
while the crumpled paper continued to accelerate.
4. Explain that, if the force of air resistance could be canceled out, the flat paper would fall at the same rate.
5. Put the flat piece of paper on top of a book (book should be about the same size or slightly bigger than the
piece of paper. Allow both to drop. The paper and book should stay together and reach the floor at the
same time.
6. Tell students that this lesson is about forces and what it does to matter.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
1. Lecture – go over terms on Transparency Master - Notes
C. Guided activity or strategy
Lab: May The Force Be With You
D. Accommodations/modifications
Students requiring modifications may be assigned a peer tutor and may receive any notes given from the
teacher.
E. Enrichment
Students requiring enrichment may be assigned as a peer tutor.
II. STUDENT PERFORMANCE
A. Description
Complete Student Worksheet: May The Force Be With You
B. Accommodations/modifications
Students requiring modifications should have a peer tutor for problems and should be assigned a team leader.
Struggling students should also be given a copy of the Transparency Master – Notes.
C. Enrichment
Students requiring enrichment should be assigned as team leaders for the lab and could help struggling
students with math work.
III. ASSESSMENT OF ACTIVITIES
A. Description
Grade Student Worksheet: May The Force Be With You
B. Rubrics/grading criteria
Data tables will differ from group to group. Accept distance values that seem reasonable (figures should go
up and then decrease). Spot check averages to make sure they are calculated correctly. Data tables should be
worth 5 points each. Graph should be worth five points (use graphing rules assigned for your class). Questions should be worth 4 points each.
C. Accommodations/modifications
Students requiring accommodations may be given some leeway on graphing and problems. They should also
be allowed to work with their team leader on calculations in the data table.
D. Enrichment
Students requiring enrichment could be assigned to calculate the momentum for both balls in table 2. To do
this, they should time how long the balls take to fall, and measure the mass of the balls.
E. Sample discussion questions
1. How does the height (slope) of a ramp affect the speed of an object? Greater slope causes the car to
accelerate faster.
2. Does the car ever travel at constant speed? No.
3. What factors affect the speed of a falling object? The mass and velocity of the object.
4. Would doubling mass or velocity affect the momentum of an object more? Velocity would cause a greater
effect since it is squared.
5. If you do work faster, you will get tired faster. Does speed affect the amount of work you do? No, the
formula for work only deals with force and distance.
IV. TAKS PREPARATION
A. Transition to TAKS context
1. It takes a weight lifter 4.0 seconds to lift a barbell 1.5 meters. He exerts a force on the barbell of 1500
newtons. About how much power does the weight lifter use to lift the barbell?
(a) 375 watts
(b) 563 watts
(c) 2250 watts
(d) 9000 watts
2. During a test of vehicle safety standards, four different vehicles were driven at a test wall at 35 km/h.
Which vehicle would most likely hit the wall with the greatest force?
(a) A bicycle
(b) A motorcycle
(c) A two-door sports car
(d) A four-door family car
3. In which of the following is the greatest amount of work done?
(a) Pushing a crate 9.8 meters with a force of 10 newtons.
(b) Pulling a wagon 5.2 meters with a force of 50 newtons.
(c) Pulling a sled 2.3 meters with a force of 90 newtons.
(d) Pushing with a force of 150 newtons on a car that does not move.
4. A stone is dropped from a bridge and hits the river beneath the bridge 2.30 seconds later. Ignoring the
effect of air resistance, what is the stone’s approximate velocity when it hits the river?
(a) 0.235 m/s
(b) 4.26 m/s
(c) 12.1 m/s
(d) 22.5 m/s
B. Sample TAKS questions
Spring 2003
1. A car traveled 150 km in 2.5 hours. What was its average speed in km per hour? Record and bubble in
your answer on the answer document.
2. The diagram represents the total travel of a teacher on a Saturday. Which part of the trip is made at the
greatest average speed?
(b) 12 km/8 min (c) 15 km/9 min
(a) 14 km/12 min (d) 11 km/15 min
(a) a
(b) b
(c) c
(d) d
Spring 2004
3. Which bike rider has the greatest momentum?
(a) A 40 kg person riding at 45 km/h
(b) A 50 kg person riding at 35 km/h
(c) A 60 kg person riding at 25 km/h
(d) A 70 kg person riding at 15 km/h
A
4. An ant crawled from Point A to Point B in 4.0 seconds.
To the nearest tenth, what was the ant’s speed in centimeters per B
second? Record and bubble in your answer on the answer document.
V. KEY VOCABULARY
Acceleration Power
Deceleration Speed
Force Terminal Velocity
Mass Velocity
Momentum Work
VI. RESOURCES
A. Textbook – none needed
B. Supplementary materials/equipment
Transparency Master: May The Force Be With You Notes
Lab Instructions: May The Force Be With You
Student Worksheet: May The Force Be With You
Instructor’s Copy: May The Force Be With You
C. Technology
VII. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Discuss results and go over answers to lab problems.
B. Next lesson in sequence
All subjects should continue on to objective 4B – investigate and describe applications of Newton’s laws
such as in vehicle restraints, sports activities, geological processes, and satellite orbits.
VIII. TEACHER NOTES
Before lab:
1. Find something to use for ramps for part 1(hard, long pieces of corrugated cardboard work well).
2. Make sure the toy cars work.
3. The balls for part 2 should be as close in size as possible (marbles and ball bearings works well).
4. The media the balls are dropped in should be soft, like play dough, flour or sand (damp).
5. Flour and sand should be in shallow boxes, this makes it easier to smooth.
During lab:
6. It works best if students keep their own time, when necessary.
7. If cars go sideways, that is alright. Introduce the concept of errors occurring in lab (that’s why three trials are
taken).
8. If cars fall off the side of the ramp, have students rerun that trial.
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