Physics iPad Lesson Plan 2



Physics iPad Lesson

Linda S. Davis

Liberty University Online

Physics iPad Lesson

|Grade & Topic: |

|12th Grade |

|Physics: The Bernoulli Principle (RM Education, 2014) |

|Standards of Learning: |

|Science Standards of Learning for Virginia Public Schools (2010). Physics. Standard PH 4 |

|Retrieved from |

| |

|PH.4 The student will investigate and understand how applications of physics affect the world. Key concepts are as follows: |

|Develop an awareness of real world applications of physics and, |

|Explore the roles and contributions of science and technology (VDOE, 2010, p. 7) |

|Objectives: Students will explore the Bernoulli Principle to gain knowledge of its effect on airfoil. |

|To determine the effect the principle has on an airfoil. |

|To gain understanding of the innovations in physics, both experimental and theoretical. |

|To gain understanding of the advances in medicine, transportation, commerce, exploration, communication, and technology. |

|To gain understanding by identifying key contributors and contributions to physics using the Internet, and other sources as well as their impact on the real world.|

|To develop knowledge and skills to become aware of the real-world application of physics (VDOE, 2003, p. 6). |

|Materials: Students will need the following items: |

|iPad |

|Internet access |

|YouTube Application |

|Wind Tunnel Application |

|Explain Everything, Pages, or Keynote Application |

|Lesson instructions |

|Diversity / Differentiation for Exceptionalities: |

|11 Students (4 Girls, 7 Boys) |

|2 LEP |

|1 ADD |

|2 ADHD |

|4 Gifted |

|2 ED |

|Learning Styles (modalities / multiple intelligences) - Planning the lesson involves using a design enabling the students to comprehend the information by |

|utilizing their personal learning style. Visual learners learn best through use of visual aids, such as imagery with presentations or descriptions. Kinesthetic |

|learners learn best by using hands-on experiences, note-taking or observations. Audio learners learn best from question and answer sessions or guided questions. |

|These students work well in discussion groups as well as other group activities. |

|Gifted - The gifted student will easily explore and manipulate the applications to complete the tasks. These students most likely will all ready know how to |

|operate the iPad skillfully and navigate the sites. |

|LEP – The LEP students struggle with English skills and can benefit from group activities. These students perform best using information and visual aids. |

|LD, ED, ADD/ADHD – These students learn best by focusing on visual aspects of the Websites and will appreciate the videos and simulation aspects of the assignment.|

|These students will benefit from support of staff and partnering with other students. They may need extra encouragement to participate in groups to maintain their|

|focus keeping them on task. |

|Multicultural Connections – The multicultural student learns best through cultural history or cultural comparisons of present and past history. |

|Socioeconomic Diversities – These students may lack the means to obtain an iPad for the assignment. This will make supplying iPads to the students an important |

|part of the assignment. |

|Technology Inclusion: To guarantee that the assignment is a success the teacher must ensure all of the following: |

|iPads are available and fully charged for the students |

|Students can access YouTube |

|Wind Tunnel application is available to the students |

|Explain Everything, Keynote, or Pages applications are available to the students. |

|Provide written How-To instructions for students to successfully navigate and use the various applications. |

|Provide demonstrations on navigating the various applications. |

| |

|The following describes inclusion of technology into the assignment: |

|The instructor determines the YouTube videos and provides the links for student access |

| |

| |

|The instructor determines if the applications are available as FREE downloads |

|The instructor determines the assignment will be performed on an iPad |

|Students will use the iPad to access and view the YouTube videos. |

|Students will use the iPad to access, explore, simulate, and collect data through the applications for a 45 minute lesson. |

|The instructor will use a SMART Board to demonstrate navigation of the applications. |

|Procedures: |

|A description of the instructional elements and techniques for the Bernoulli Principle assignment. |

|Instructional Set: |

|This lesson for the 12th grade Physics class takes place in the regular classroom using iPads. |

|Developmental Activities: |

|Instruction: |

|Introduction – The instructor will provide written How-To instructions to students on how to navigate and use the various applications for the assignment. The |

|instructor introduces the topic as the Bernoulli Principle and its effect on an airfoil. |

|Media - This instruction consists of using technology to view videos on the topic as well as using a Wind Tunnel application to determine the wind speed’s effect |

|on the drag, thrust, and lift of the airfoil. In addition, students will take screen grabs recording the simulation and present the results using Explain |

|Everything, Pages, or Keynote. The student will spend the majority of his or her time using independent practices. However, as seen before the least amount of |

|time used on guided practices defines and shapes the student’s data collection during explorations. The students’ main objective consists of viewing the videos |

|and using the additional software to determine the effect the principle has on the airfoil as well as collecting and gathering the data they will need to complete |

|their presentation. |

|Content Objectives – |

|To analyze the effect of drag, thrust, and lift on flight |

|To explain how Bernoulli’s Principle produces flight |

|Process Objectives – |

|Process and analyze information for presentation. |

|Explain results to the class. |

|Recommend future research and studies. |

|Explicit knowledge – The guided discussion starts (anticipatory set). |

|Determine the students’ knowledge level of the Bernoulli Principle. |

|Discuss exactly what the Bernoulli Principle involves. |

|Determine whether the students believe or do not believe that wind speed will have an effect on the airfoil? |

|Students investigate the “YouTube” videos. |

|Students explore and determine the effect of wind speed on drag, thrust, and lift of the airfoil by using the Wind Tunnel application to create a simulation. |

|Guided Practice: The instructor previews the instructions explaining the expectations to the students to explore and collect data to create their presentation in |

|Explain Everything, Pages, or Keynote. The guided practice consists of the following: |

|Explaining and passing out written instructions to the students. |

|Explaining the goal of the assignment. |

|The instructor uses an iPad with a SMART Board to perform a demonstration of the Wind Tunnel application as well as performing screen grabs by compressing the |

|Sleep/Wake and Home buttons concurrently. In addition, the instructor demonstrates how to record the simulations. |

|Instructor questions used prior to guiding the students to the videos consist of the following: |

|What do you know about Daniel Bernoulli? |

|What do you know about the Bernoulli Principle? |

|Explain the Bernoulli principle and how it affects flight? |

|The instructor guides the students to the YouTube videos. |

|The instructor guides a question and answer session after the 45 minutes of exploration. This will allow the students to learn from each other, and ask questions |

|as well as receive explanation and feedback on details for presenting their results. |

|The instructor gives permission for students to group up to create and present their results during class time over the next three weeks of class. Students are |

|provided enough time to discuss amongst themselves which week they would like to sign up for. Students may present alone if they so choose. |

|The instructor ends the 90 minutes of class encouraging the students to keep up their good work and continue to work on their presentations while the information |

|is still fresh in their minds. |

|Independent Practice: The independent practice consists of the following: |

|Students will visit YouTube to view the videos: |

|Bernoulli 5 by Brandon Getz available at |

|Wind Tunnel - MGC Aeronautics' newest acquisition by mgc Aeronautics available at |

|Students may ask to be partnered or grouped together to better understand the assignment. |

|Students use the Wind Tunnel application to simulate and explore the effect that wind speed has on the drag, thrust, and lift of the airfoil. Students will |

|change the shape of the airfoil and reevaluate. |

|Students take screen grabs recording the simulations for their choice of presentation app. |

|Closure: |

|This lesson processes and analyzes information on the effect of drag, thrust, and lift on flight by exploring the Bernoulli Principle. |

|The lesson requires students to create a presentation to present the results of the exploration to their classmates as individuals or in groups. |

|The lesson requires students to make recommendations for future research and studies. |

|Evaluation/Assessment: Progress and assessment tools. |

|The instructor observes the students during the viewing of videos, collection, and analysis of information to provide assistance as needed and to assess students’ |

|understanding of the assignment. |

|The instructor ends the class with guided questions/discussion to assess student learning experiences. |

|The instructor assesses students during presentation of findings. |

|The instructor offers encouragement/praise for correct answers and gently guides students to correct wrong thinking. |

|Risk Analysis: |

|Ensure all students have an iPad and the necessary applications. |

|Ensure students are paired or offered learning experiences fitting their individual learning styles. |

|Ensure the iPads are fully charged prior to the beginning of the assignment. |

|Ensure students have access to all necessary applications for the assignment. |

|Check the YouTube videos are available prior to the beginning of the assignment. |

|Prepare handouts in advance of the scheduled assignment. |

|References: Sources and Websites |

|Bernoulli 5 Video [Video File]. Retrieved from |

|RM Education. (2014). iPad lesson ideas. Retrieved from |

| |

|Virginia Department of Education (VDOE). (2003). Science standards of learning curriculum |

|framework: Physics. Retrieved from |

| |

|physics.pdf |

|Virginia Department of Education (VDOE). (2010). Science standards of learning for Virginia Public |

|Schools. Physics. Standard PH 4. Retrieved from |

| |

|Wind Tunnel - MGC Aeronautics' Newest Acquisition Video [Video File]. Retrieved from |

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