Task 1b - Learning Segment

Week of: March 12 – 16/2018
Grade and Subject: 11th & 12th Physics Number of Students: 19
LESSON 1: LESSON AND ASSESSMENT PLAN
Learning Objectives: Work is the transfer of energy that occurs when a force is applied through a
displacement.
1. How do we define work in Physics, including when it is positive, negative, or

zero?
2. How do we determine the work done on a physical system when the net force
acting on it and its displacement are known?
3. If the force is constant during a given displacement, then the work done is the
product of the displacement and the component of the force parallel or
Purpose of the Lesson:
antiparallel to the displacement.
Central Focus
4. Work (change in energy) can be found from the area under a graph of the
magnitude of the force component parallel to the displacement versus
displacement.
5. How do we define power in physics?
6. How do we determine the rate by which work is done (power) on an object or
system?
By the end of this Lesson, students will be able to:
 Use mathematics and computational thinking to calculate the work done by
a specified constant force on an object that undergoes a specified
displacement.
 Relate the work done by a force to the area under a graph of force as a
function of position, and calculate this work in the case where the force is a
Learning Objective(s)
linear function of position.
 Use the scalar product operation to calculate the work performed by a
specified constant force F on an object that undergoes a displacement in a
plane.
 Use mathematics and computational thinking to calculate the rate by which
work is done (power) on a system or by a system.
SP3. Obtain, evaluate, and communicate information about the importance
of conservation laws for mechanical energy and linear momentum in
predicting the behavior of physical systems.
GSE - Georgia
SP3a: Ask questions to compare and contrast open and closed systems.
Standards of
SP3b: Use mathematics and computational thinking to analyze, evaluate, and
Excellence
apply the principle of conservation of energy and the Work-Kinetic Energy
Theorem.
• Calculate the amount of work performed by a force on an object.
Formal and Informal Assessment
worksheet During the lesson Letter Performance Level

Describe both the Grade
Video designed to introduce
formal AND informal A 90-100
concepts, students will
assessments. Both B 80-89
be continually
assessments must C 71-79
questioned on these
provide evidence of D 70
concepts using a
student achievement F 69 and below
combination of class
Page 1
for (each of) the work/homework NC No Credit

lesson’s learning questions and the I Incomplete
objective(s). SMART Response
system (Kahoot).
Classwork and
Homework questions
will be discussed as a
class and
misconceptions will be
addressed by the
teacher prior to the
formal evaluations
listed below.
 Work Quiz
 Power Quiz
Students come in and have the 5 - 10 minutes of class to complete their warm-up.
Warm-ups have been a productive pedagogical strategy I use daily, as it ensures
that students are on task and focused as they enter the classroom. The
classroom is laid out with 13 lab tables and students were assigned to their own
seats. Each table seats two students and it has been customary that students
seat at the same seat from day to day unless I move them due to distractions.
These tables serve as the students’ groups when doing cooperative work, unless I
choose to strategically group them. I walk around the room as students complete
the warm-up, answering any questions and making sure all students are on task.
During each activity, I will use an online countdown timer to grasp students’
Facilitation & Safety attention and administer instructions. I also use this in between transitions, to
maintain classroom management and order in between activities.
For students’ safety I organized the physical space of the classroom for movement
and interaction. I made it easy for students to pull their desks together to do small
group work. Spaces are created on both ends of the tables so that it is easy for
the students to walk around. It also allows my movement around the classroom
to give help to my students and it makes my teaching more engaging. It also helps
with classroom control.
The classroom is also made safe for students to participate and ask questions. No
matter what a student says, I make it a habit to respond with respect. I model
respect for my students, and teach them to show respect to one another.
Page 2
Language Students will use equations to calculate the work done on an object or system.
Function
Work, joule, displacement, force, net force, system, power, watt. acceleration due
to gravity, mass.
ACADEMIC LANGUAGE
Vocabulary Students have already been introduced to some of these vocabulary words in
previous lessons. Students will use this vocabulary do describe their
observations, and develop explanation when writing. Students will also use this
vocabulary in class discussions.
Students will demonstrate their understanding of vocabulary terms by using written
discourse to record context specific vocabulary. Students will demonstrate their
Syntax or
understanding of vocabulary by responding to questions and completing quizzes.
Discourse
Students will work collaboratively to complete activities and will be assessed
through verbal discourse to convey their understanding of the conservation laws.
Warm-Up
If you push against a stationary brick wall for several minutes, you do no work
Instructional Strategies & Learning Tasks that Support Diverse Students’ Needs
________________.
A. on the wall
B. at all
C. both of the above
Introduction
D. none of the above
(7 min)
Teacher will show a 3 minutes video from Brainpop to introduce the concept of
Work and to get students attention
https://www.brainpop.com/science/motionsforcesandtime/work/
Teacher will guide the students to read and discuss the Standards, the essential
questions and the objectives of the lesson (ppt. 2 - 4).
Teacher will explain that Work in physics means an applied force acting through a
distance parallel to the force. (ppt. 5 – 11)
• involves force and displacement
• is force  displacement
• in equation form: W = Fd = mgh (joules)
Body
(45 mins)
Teacher also demonstrate an application of force at an.
Page 3
Teacher will demonstrate that Work is done when an applied force acts through a
distance parallel to the force. Work = Fdcosθ. Teacher will explain that work is
the area under the force vs. displacement graph.
Teacher will guide the students to complete the practice problems
Teacher will introduce power as the rate by which work is done by showing a 3
mins video and using the PowerPoint slides (ppt. 13 – 17)
Students will work individually to solve problems based on power with

given formula.
Ticket out the door:
1. Which of the following is a true statement about work?
a. It measures how quickly an object accelerates
b. It measures how much effort is applied over a certain distance
c. It measures the change in an object's rate of speed
Closure d. It measures how much time it takes to move a massive object
(3 mins)
2. Which of the following would produce the most power?
a. A mass of 10 kilograms lifted 10 meters in 10seconds
b. A mass of 10 kilograms lifted 10 meters in 5seconds
c. A mass of 5 kilograms lifted 10 meters in 5 seconds
d. A mass of 5 kilograms lifted 5 meters in 10 seconds
Students will work with a partner to solve the practice problems on work and
power on dry erase board. They will discuss and collect information, identify
quantities given, and derive the relationship between the different quantities in the
formula. To reinforce the concepts, missed questions will be displayed in future
Differentiation,
warmups.
Modification(s), &
The Brainpop videos are another presentation of the same material explained on
Accommodation(s)
my PowerPoint slides. The videos are mostly for students that are more visual.
Students will get both perspective to have a more complete picture of the lesson.
The Brainpop videos and the lecture PowerPoint slides will be uploaded on
Edmodo to make it available to the students.
Computer/Projector
Dry Erase Whiteboard
Dry Erase Markers
Calculator
Materials
PowerPoint slides
https://www.brainpop.com/science/motionsforcesandtime/work/
https://www.brainpop.com/science/motionsforcesandtime/power/
Page 4

Learning Objectives: A system with internal structure can have potential energy.
Why energy is important in our daily life?
1. What is gravitational potential energy?
Purpose of the Lesson: 2. How is a system’s position and strudture related to its potential energy?
Central Focus 3. What is elastic potential energy?
After this lesson,

 Students will be able to explain what is energy
 Students will be able to describe the types of energy in a system, including
distinguishing between types of Potential energy
Learning Objective(s)  Students will be able to utilize mathematical representations to calculate the
amount of Potential energy an object has due to its position, shape or
configuration.
 Students will be able to make argument from evidence collected during a
potential energy lab simulation.
GSE - Georgia SP3b: Use mathematics and computational thinking to analyze, evaluate, and
Standards of apply the principle of conservation of energy and the Work-Kinetic Energy
Excellence Theorem.
• Calculate Potential and Kinetic energy of an object.
c. Plan and carry out an investigation demonstrating conservation and rate of
transfer of energy (power) to solve problems involving closed systems
Simulation lab handout During the lesson Letter Performance Level

Worksheet designed to introduce Grade
concepts, students will A 90-100
Describe both the be continually B 80-89
formal AND informal questioned on these C 71-79
assessments. Both concepts during the D 70
assessments must lecture, simulation lab F 69 and below
provide evidence of questions. Data and NC No Credit
student achievement analysis of the I Incomplete
for (each of) the simulation lab will be
lesson’s learning discussed during each
objective(s). group presentation as a
class and
misconceptions will be
addressed by the
Page 5
teacher prior to the

formal evaluations
which is part of the
posttest.
Warm-ups have been a productive pedagogical strategy I use daily, as it ensures that
students are on task and focused as they enter the classroom. The classroom is laid
out with 13 lab tables and students were assigned to their own seats. Each table
seats two students and it has been customary that students seat at the same seat from
day to day unless I move them due to distractions. These tables serve as the students’
groups when doing cooperative work, unless I choose to strategically group them. I
walk around the room as students complete the warm-up, answering any questions
and making sure all students are on task.
During each activity, I will use an online countdown timer to grasp students’ attention
Facilitation & Safety and administer instructions. I also use this in between transitions, to maintain
classroom management and order in between activities.
group work. Spaces are created on both ends of the tables so that it is easy for the
students to walk around. It also allows my movement around the classroom to give
help to my students and it makes my teaching more engaging. It also helps with
classroom control.
matter what a student says, I make it a habit to respond with respect. I model respect
for my students, and teach them to show respect to one another.
Language Students will EVALUATE information about Potential Energy.
Function
Students will demonstrate their understanding of context specific vocabulary words
in their activities;
Students will obtain, evaluate and communicate
ACADEMIC LANGUAGE
information on the potential energy simulation

energy
Vocabulary
mechanical energy
potential energy
gravitational potential energy
reference level
elastic potential energy
Students will demonstrate their understanding of vocabulary terms by using oral and
written discourse to record context specific vocabulary. Students will demonstrate
Syntax or
their understanding of vocabulary by answering simulation lab quizzes. Students will
Discourse
work collaboratively to complete activities and will be assessed through verbal
discourse to convey their understanding of potential energy.
&
Introduction
T
n
n
u
u
h
a
a
g
g
o
k
L
S
S
e
e
r
r
c
s
s
t
t
I
i
l
Warp-Up – Write your

answer on the dry erase
board
Identify the energy

Page 6
associated in the given
(5 minutes)
Teacher will show a 3 minutes video from Brainpop to introduce Potential Energy
and to get students attention
Teacher will introduce potential energy with simple pendulum demonstration
Teacher will run brain pop video about potential energy.
https://www.brainpop.com/science/energy/potentialenergy/
Teacher will demonstrate how to solve problems based on Potential energy

through PowerPoint slides.
Students will develop formula to solve problem based on potential energy with
partners on dry erase board.
Body
(45 minutes) Teacher will give instructions and the lab handout to the students on how to run
the Gizmo virtual lab simulation to investigate and solve problems based on
potential energy.
https://www.explorelearning.com/index.cfm?method=cResource.dspView&R
esourceID=399
Students will work with a partner to investigate Potential Energy on the shelves.
Students will collect data, analyze and complete the worksheet. The simulation
will be uploaded to Edmodo so that students can finish the simulation at home.
Students will also collect and analyze data from the Gizmos simulation activity and
present their results.
esourceID=399
Students will demonstrate their understanding of the learning objectives in a
Closure a whole class activities and discussions. Students will verbally
(5 minutes) respond to my questions as I check for understanding using Cold Calling.
Differentiation, Students will work with a partner to solve problems based on potential energy on the
Modification(s), & dry-erase board and gizmo lab activity, discuss and collect the information, identify
Accommodation(s)
Page 7
quantities given, and evaluate the relationship between the different quantities in the
formula.
The Brainpop video and the lecture PowerPoint slides will be uploaded on Edmodo to
make it available to the students. Students can come for tutoring after school from
4:05pm to 4:45pm on Wednesday or M & F morning at 8:25 am.
Computer/PowerPoint
Pen/Pencil
Dry Erase/chalk board
Erasable Markers
Worksheets that go along with the simulation
Materials
Adopted Textbook: Holt Physics
https://www.brainpop.com/science/energy/potentialenergy/
esourceID=399
Page 8

Learning Objectives: Energy is mover of substances both a thing and a process
1. What is Kinetic Energy?

2. How is a system’s motion related to its kinetic energy?
3. How the change in the kinetic energy of an object depends on the force exerted on
the object and on the displacement of the object during the interval that the force
Central Focus
is exerted.
4. How is the amount of kinetic energy an object has depends on its mass and its
velocity
 Students will be able to define and explain kinetic energy of an object or
system
 Students will be able to calculate changes in kinetic energy of a system,
using information from representations of that system
 Students will be able to calculate the amount of work a system does or is
done on a system to change the kinetic energy of the system.
Learning Objective(s)  Students will be able to calculate kinetic energy given the mass and
velocity of the object
 Students will be able to apply mathematical routines to determine the
change in kinetic energy of an object given the forces on the object and the
displacement of the object.
 Student will be able to manipulate the formula to calculate the unknown
quantity in the kinetic energy formula 1 mv 2
2
GSE - Georgia
Standards of
SP3b: Use mathematics and computational thinking to analyze, evaluate, and
Excellence
apply the principle of conservation of energy and the Work-Kinetic Energy
Theorem.
• Calculate the kinetic energy of an object.
Evidence of Student During the lesson Letter Performance Level

Describe both the Learning designed to introduce Grade
formal AND informal (audio/video responses, concepts, students will A 90-100
assessments. Both written paper, project, be continually B 80-89
assessments must visual representation) questioned using cold C 71-79
calling on these D 70
provide evidence of
concepts during the F 69 and below
student achievement
lecture. Students will NC No Credit
for (each of) the
complete the practice I Incomplete
lesson’s learning
problems on the dry
objective(s). erase board as I walk
around to answer their
Page 9
questions and give

them feedback.
Formal assessment:
Students will complete
the ticket out of the
door question on a
piece of paper to be
graded.
classroom control.
Language Students will be able to use mathematics and computational thinking to analyze the
Function kinetic energy of an object or system
Students will demonstrate their understanding of context specific vocabulary words
ACADEMIC LANGUAGE
in their activities; Students will explain and communicate information on kinetic

energy of a system.
work-energy theorem
Vocabulary
kinetic energy
translational kinetic energy
system
displacement
velocity
Page 10
Students will demonstrate their understanding of vocabulary terms by using oral and
written discourse to record context specific vocabulary. Students will demonstrate
Syntax or
their understanding of vocabulary by answering questions during the class. Students
Discourse
will work collaboratively to complete problem worksheets and will be assessed
through verbal discourse to convey their understanding of kinetic energy.
Warm Up
Use Venn diagram to show the differences between potential energy and kinetic
energy.
Instructional Strategies & Learning Tasks that Support Diverse Students’ Needs
Introduction
(10 minutes)
Teacher will show a 3 minutes video from Discovery Education to introduce kinetic
Energy and to get students attention
https://app.discoveryeducation.com/learn/videos/19325334-4b8a-497f-8909-
3bffc4920382/
Teacher will show a demonstration using a toy car to show that when a force is
applied to an object the object goes in motion. Teacher will use the PowerPoint slides
to explain facts about kinetic energy and guide students in calculating kinetic energy
of objects when the mass and velocity of the object are given.
Students will practice solving problems using the formula.

Body Teacher will explain the work-energy theorem and guide the students in solving the
(45 minutes) work-energy problems.
 
W  mas   m 12 v 2f  vo2  12 mv 2f  12 mvo2
v 2f  vo2  2ax  ax   12 v 2f  vo2 

W  KE f  KE o  12 mvf2  12 mvo2
Students will work individually to practice on kinetic energy and work-energy
problems.
Page 11
LESSON 3: LESSON AND ASSESSMENT PLAN CONTEXT

Ticket out the door:
The mass of the space probe is 474-kg and its initial velocity is 275 m/s. If the 56.0-
mN force acts on the probe through a displacement of 2.42×109m, what is its final
speed?
Closure
(5 minutes)
I used flexible grouping strategies so that students can work on key skills in
small groups. Students will work with a partner to solve problems based on kinetic
energy on the dry-erase board, and evaluate the relationship between the different
Differentiation, quantities in the formula.
Modification(s), &
Accommodation(s) The video and the lecture PowerPoint slides will be uploaded on Edmodo to provide
opportunities to the students for several re-readings of the
same text. Students also can come for tutoring after school from 4:05pm to 4:45pm
on Wednesday or M & F mornings at 8:25 am.
Computer/PowerPoint
Pen/Pencil
Erasable Markers
Materials Adopted Textbook: Holt Physics
https://app.discoveryeducation.com/learn/videos/19325334-4b8a-497f-8909-
3bffc4920382/
Page 12

Learning Objectives: Energy is neither created or destroyed.
1. Why do we say that energy is neither created or destroyed but transforms from
Purpose of the Lesson: one form to another?
Central Focus 2. Under what conditions is energy conserved?
3. What is mechanical energy, and when is it conserved?
 Students will be able to state the law of conservation of energy
 Students will be able to define the components of Mechanical Energy
 Student will be able to demonstrate the ability to solve problems using the
law of conservation of energy
 Student will be able to identify situations in which conservation of
Learning Objective(s) mechanical energy is valid.
 Student will be able to discuss how concepts they have learn apply to the
world around them.
 Students will be able to evaluate the principle of conservation of energy and
apply that principle to situations by analyzing transformation of energy.
SP3. Obtain, evaluate, and communicate information about the importance of

conservation laws for mechanical energy and linear momentum in predicting
the behavior of physical systems.
GSE - Georgia a. Ask questions to compare and contrast open and closed systems.
Standards of b. Use mathematics and computational thinking to analyze, evaluate, and apply the
Excellence principle of conservation of energy and the Work-Kinetic Energy Theorem.
c. Plan and carry out an investigation demonstrating conservation and rate of transfer
of energy (power) to solve problems involving closed systems.
Evidence of Student Describe how evidence Letter Performance Level

Describe both the Learning aligns with learning Grade
formal AND informal Lecture video objective(s) A 90-100
assessments. Both worksheet *Indicate: Formative or B 80-89
assessments must Summative C 71-79
provide evidence of D 70
student achievement F 69 and below
for (each of) the NC No Credit
lesson’s learning I Incomplete
objective(s).
Page 13
classroom control.
Language Students will be able to analyze situations in which an object’s mechanical energy is
Function changed by friction or by a specified externally applied force.
closed system
ACADEMIC LANGUAGE
mechanical energy
Vocabulary
conservative force
neoconservative force
external applied force (friction)
Students will demonstrate their understanding of vocabulary terms by using oral
and written discourse to record context specific vocabulary. Students will
Syntax or demonstrate their understanding of vocabulary by answering questions during the
Discourse class. Students will work collaboratively to complete problem worksheets and will
be assessed through verbal discourse to convey their understanding of
conservation principles.
Warm Up
Diverse Students’
Learning Tasks
Two objects were lifted by a machine. One object had a mass of 2 kilograms, and
Instructional
that Support
Strategies &
was lifted at a speed of 2 m/sec. The other had a mass of 4 kilograms and was
Needs
Introduction lifted at a rate of 3 m/sec.

(5 minutes) a. Which object had more kinetic energy while it was being lifted?
b. Which object had more potential energy when it was lifted to a

distance of 10 meters? Show your calculation.
Page 14
1. Teacher will hold a tennis ball and ask students, “What kind of energy is this ball
storing”? potential energy
2. Teacher will drop the ball and let it bounce a few times and ask the students,
“What type of energy does the ball gain as it falls? Kinetic energy
3. Teacher ask students, “When does the ball gain potential energy?” As the ball
bounces upward
4. Teacher will ask students, “What happens to the potential energy?” It changes
into kinetic energy when the ball falls again.
5. Teacher will ask students, “Why doesn’t the ball keep bouncing forever? As the
ball bounces it loses energy in the form of heat, friction and sound energy.
Students will put their observations and thoughts on dry erase boards and present
to their classmates. I will ask more probing questions to clear any misconceptions.
Teacher will show a Brainpop simulation video to explain a closed and unclosed
system and their effect on energy conservation. Teacher will run the simulation
without friction and then add friction to show the effect on neoconservative force
on energy conservation.
https://www.brainpop.com/science/energy/formsofenergy/simulation/
The total mechanical energy (E = KE + PE) of an object remains constant as the
Body object moves, provided that the net work done by external nonconservative forces
(45 minutes) is zero.
Transition:
Task 1: Identify Energy Transformations occurring in the New Ride (SP3a, b).
Students will observe energy transformations using an online simulation,
collect and analyze important features about conservation of energy. The
simulation allows students to build tracks that resemble the proposed path for
the new ride. They will be given the student guide, which walks then through how
to use Phet.
https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
This activity will be posted on Edmodo to allow the students to complete the
Simulation activity at home.
E = KE + PE
T
KE + PE = KE + PE
initial initial final final
1
2 mvi2  mghi  12 mv2f  mghf
Students will discuss their group’s results of the simulation by sharing their data
Closure and analysis with the class. I will ask questions and give feedbacks to correct any
(5 minutes) misconception.
Differentiation, Students will work with a partner to solve problems based on conservation of
Modification(s), & energy on the dry-erase board using the formula.
Accommodation(s)
Page 15
DAY 4: LESSON AND ASSESSMENT PLAN CONTEXT

Students will work in groups of two to complete the Phet simulation, collect and
analyze their data, answer activity questions and present their information to the
class.
The simulation video and the lecture PowerPoint slides will be uploaded on
Edmodo to make it available to the students. Students can come for tutoring after
school from 4:05pm to 4:45pm on Wednesday or M & F morning at 8:25 am.
Computer/PowerPoint
Pen/Pencil
Erasable Markers
Materials Simulation activity sheet
Adopted Textbook: Holt Physics
https://www.brainpop.com/science/energy/formsofenergy/simulation/
https://phet.colorado.edu/en/simulation/legacy/energy-skate-park
Page 16
DAY 5: LESSON AND ASSESSMENT PLAN

Learning Objectives:

Plan and carry out an investigation demonstrating conservation and rate of transfer
Central Focus of energy (power) to solve problems involving closed systems.
 Students will be able to plan and carry out an investigation demonstrating

conservation and rate of transfer of energy (power) to solve problems involving
closed systems.
 Students will be able to organize and setup equipment to carry out an
investigation
 Students will be able to collect data by taking accurate and precise
Learning Objective(s)
measurements
 Students will be able to analyze the data and reach conclusion from the
analysis
 Students will be able to report the data/analyses by using it to confirm or
disprove the hypothesis or the guiding question.
SP3. Obtain, evaluate, and communicate information about the importance of

conservation laws for mechanical energy and linear momentum in predicting the
GSE - Georgia behavior of physical systems.
Standards of a. Ask questions to compare and contrast open and closed systems.
Excellence c. Plan and carry out an investigation demonstrating conservation and rate of transfer
of energy (power) to solve problems involving closed systems.
Evidence of Student Teacher will assess Letter Performance Level

Learning students on the basis of Grade
(written paper, project, how the lab was A 90-100
visual representation) conducted, prelab write B 80-89
Describe both the up (draft) and students C 71-79
group discussion both D 70
formal AND informal
oral and written F 69 and below
assessments. Both
questions based on NC No Credit
assessments must
their data and analysis. I Incomplete
provide evidence of
Teacher will ask
student achievement
probing questions on
for (each of) the
energy conservation to
lesson’s learning check for
objective(s). understanding. Teacher
will evaluate students
as the present and
discuss their
experimental
Page 17
data/analysis.
Students’ lab report
grading will be another
source of evaluation.
classroom control.
Language Students will be able to analyze situations in which an object’s mechanical energy is
Function conserved.
closed system
ACADEMIC LANGUAGE
mechanical energy
Vocabulary
conservative force
nonconservative forces
external applied force (friction)
Students will demonstrate their understanding of vocabulary terms by using oral
and written discourse to record context specific vocabulary. Students will
Syntax or demonstrate their understanding of vocabulary by answering questions during the
Discourse class. Students will work collaboratively to complete problem worksheets and will
be assessed through verbal discourse to convey their understanding of
conservation principles.
1. At which point in the rollercoaster’s journey is its potential and kinetic energy
s’ Needs
Learnin
Student
Diverse
g Tasks
Strateg
Suppor
Instruc
tional
Introduction
ies &
the greatest? Explain

that
(5 minutes) 2. At which point in the rollercoaster’s journey is its kinetic energy the greatest?
Explain
Page 18
Teacher will group students in groups of 4 to do the investigation: Teacher will

hand out the lab guide and the materials.
Students will work in a group of 4 to read, discuss, come up with a hypothesis and
think about how to setup the experiment to collect/analyze data using guiding
question and drafting the lab report.
How does the transformation of a system’s potential energy to kinetic energy

demonstrate conservation of energy?
Objectives
Calculate the speed of a falling object as it hits the ground by using a model.
Interpret data to find the relationship between potential energy and kinetic
Body energy for a falling object.
(45 minutes)
There are many examples of situations where energy is conserved. One such
example is a rock falling from a given height above the ground. If the rock starts at
rest, at the moment the rock is dropped, the rock-Earth system only has potential
energy. As the rock falls, potential energy decreases, but the system’s kinetic
energy increases. The sum of potential energy and kinetic energy remains
constant if friction is neglected.
.
Closure Teacher will ask probing questions on energy conservation by cold calling on
(5 minutes) students to check for understanding.
Students will be in groups of 4. Every student in the group has a task to perform.
Differentiation,
Collecting and analyzing data are done collectively by the group. Every group
Modification(s), &
member must contribute to the presentation. The handout guide is placed on
Accommodation(s)
Edmodo for accessibility to all the students.
Rulers
Books to be used as blocks
Lab handout
Materials Grove Track
Round marble
Stopwatch or cellphone
calculator
Page 19

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Week of: March 12 – 16/2018

Grade and Subject: 11th & 12th Physics Number of Students: 19

LESSON 1: LESSON AND ASSESSMENT PLAN

1. How do we define work in Physics, including when it is positive, negative, or

Formal and Informal Assessment

worksheet During the lesson Letter Performance Level

for (each of) the work/homework NC No Credit

Teacher also demonstrate an application of force at an.

Students will work individually to solve problems based on power with

LESSON 2: LESSON AND ASSESSMENT PLAN

After this lesson,

Formal and Informal Assessment

Simulation lab handout During the lesson Letter Performance Level

teacher prior to the

information on the potential energy simulation

Warp-Up – Write your

Identify the energy

Teacher will demonstrate how to solve problems based on Potential energy

LESSON 3: LESSON AND ASSESSMENT PLAN

1. What is Kinetic Energy?

Formal and Informal Assessment

Evidence of Student During the lesson Letter Performance Level

questions and give

in their activities; Students will explain and communicate information on kinetic

Students will practice solving problems using the formula.

v 2f  vo2  2ax  ax   12 v 2f  vo2 

LESSON 3: LESSON AND ASSESSMENT PLAN CONTEXT

LESSON 4: LESSON AND ASSESSMENT PLAN

SP3. Obtain, evaluate, and communicate information about the importance of

Formal and Informal Assessment

Evidence of Student Describe how evidence Letter Performance Level

Introduction lifted at a rate of 3 m/sec.

b. Which object had more potential energy when it was lifted to a

DAY 4: LESSON AND ASSESSMENT PLAN CONTEXT

DAY 5: LESSON AND ASSESSMENT PLAN

Purpose of the Lesson:

 Students will be able to plan and carry out an investigation demonstrating

SP3. Obtain, evaluate, and communicate information about the importance of

Formal and Informal Assessment

Evidence of Student Teacher will assess Letter Performance Level

the greatest? Explain

Teacher will group students in groups of 4 to do the investigation: Teacher will

How does the transformation of a system’s potential energy to kinetic energy

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