Understanding By Design 1-Page Template

Unit 5 - Energy, Work, and Power

Stage 1 - Desired Results
Established Goals
Washington State - Next Generation Science Standards:
 HS-PS3-1 Create a computational model to calculate the change in the energy of one
component in a system when the change in energy of the other component(s) and energy
flows in and out of the system are known.
 HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can
be accounted for as a combination of energy associated with the motion of particles (objects)
and energy associated with the relative positions of particles (objects).
 HS-PS3-3. Design, build, and refine a device that works within given constraints to convert
one form of energy into another form of energy.
 ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
 ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex
real-world problem with numerous criteria and constraints on interactions within and between
systems relevant to the problem.

Northshore School District Proposed Physics Standards:

 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints
for solutions that account for societal needs and wants. ETS1-1
 Use a computer simulation to model the impact of proposed solutions to a complex real-world
problem with numerous criteria and constraints on interactions within and between systems
relevant to the problem. ETS1-4
 Design, build and refine a device that works within given constraints to convert one form of
energy into another form of energy. HS-PS3-3
 Develop and use models to illustrate that energy at the macroscopic scale can be accounted
for as a combination of energy associated with the motions of particles (objects) and energy
associated with the relative position of particles (objects). HS-PS3-2

Students will understand… Essential Questions

 The relationship between kinetic, potential,
and mechanical energies.
 The relationship between work and energy.
 The principles of designing a physical
machine capable fulfilling a goal.
 How energy is contained throughout the
universe in changing forms.
 How energy can exist in multiple forms in
an object.
 How friction reduces mechanical energy but
does not violate the law of conservation of
energy.
 Why does the first hill of a roller coaster need to
be the tallest?
 Which has more PE, a book 2 m above a table
or the same book 3 m above the table?
 How can a motorcycle and a car have the same
amount of KE?
 What is one factor that will increase or decrease
the kinetic energy the most?
 Where does the "lost" mechanical energy in an
open system go?
 What are instances when, according to the
physics definition, no work is done?
 How are work and kinetic energy related?
  What is the difference in terms of work and
power of a 60 watt light bulb vs. a 100 watt light
bulb.
Students will know… Students will be able to…
 What the variables stand for in the following  Investigate GPE and KE in roller coasters,
formulas: pendulums and projectiles.
o Kinetic energy: KE = ½ mv2  Investigate which variable (mass or velocity) has
o Gravitational potential energy: PEg = mgh the greatest effect on the amount of KE of an
o Mechanical energy: ME = KE + PE object.
o Power: P = W/t  Research the development of different types of
 The role of height in determining the amount roller coasters and explain how KE and GPE
of GPE for an object. were used in the design of these rides.
 How total mechanical energy is composed  Calculate the amount of energy lost as heat due
of kinetic and gravitational potential energy. to friction/resistance in open systems or in the
 Total mechanical energy for a closed system use of simple machines.
remains constant.  Demonstrate that the total mechanical energy in
 Total mechanical energy for an open system a closed system remains constant.
can change however the total amount of  Understand the law of conservation of energy
energy in the universe remains constant.
 That a force must cause displacement in the
direction of the force in order for work to be
done.
 Work is the change in kinetic energy
 Real world examples of work and energy.
 The change in total mechanical energy of a
system is equal to the total work done on the
system by an outside force.
 That mechanical energy is the sum of kinetic
and potential energy in a system.
 Power is the rate at which work is done (or
energy is used).

Stage 2 - Assessment Evidence

Performance Task Summary Other Evidence
Design, Build and Test of a Trebuchet :  Students will be given formative assessments in
 Students will be able to build a trebuchet of the form of Google form quizzes, check out
varying sizes, but all will be compared to tickets, or Socratic circles after each class
each other based on the efficiency of the session.
machine (i.e. maximizing the kinetic energy
generated by a stored amount of potential
energy).
Analyze results and make revisions:
 Students will make changes to machine to
improve efficiency by analyzing
performance metrics.
 Stage 3 - Learning Activities
Learning Activities
Engage Activities:
 What is Energy? W
 Energy Skate Park online simulation H
Explore Activities:
 Talks with engineers from industry over Skype E
 Video Analysis of a Falling Marble E
 Work and Power Stair Climbing Lab E
 Spring-Cart Collision Lab E
Explain Activities:
 “Planning to Succeed” – Trebuchet engage and project planning lesson. RO
 In-class lecture and/or flipped classroom videos. R T
 Online Station Rotation using CK12 Flex Textbook and Khan Academy problem solving. R
 Whiteboard walks R
 Discussion (whole and small group) R T
 Roller Coaster Energy Predictions and Calculations Discussion (whole and small group) R
Elaborate Activities
 Research and Design stage of the Trebuchet Building Project. ETO
 Talks with engineers from industry to discuss principles of trebuchets E
 Home power utility bill analysis Derivation Maze E
 Reading and Analysis – Where’s Energy - Energy Across the Sciences E
Evaluate Actvities:
 GUESS Method Stations E-2 T
 Trebuchet group report-outs to class summarizing positives and negatives that occurred
during project. E-2 TO

Stage 3 Activities Key

W = Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issues?
R = Provide opportunities to Rethink and Revise their understandings and work?
E-2 = Allow students to Evaluate their work and its implications?
T = Be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?

Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision
and Curriculum Development.