GENEVA COLLEGE BEAVER FALLS, PA. LESSON 20 Name: Jennie Huff Dare: 02/26/2021 ‘SuBiect: General Physics Grape Level: 11° and 12% Grade L m, Ww. Topic AND GENERAL GOALS CIRCULAR MOTION: THE STUDENT WILL BE ABLE TO COMPLETE THE LAB WHETHER THEY ARE VIRTUAL OR IN PERSON TO DETERMINE THE CENTRIPETAL FORCE FROM ACCURATE GRAPHING. REFERENCE TO PA OR COMMON CORE STANDARDS ‘STANDARD - 3.2.P.B1. DIFFERENTIATE AMONG TRANSLATIONAL MOTION, SIMPLE HARMONIC MOTION, AND ROTATIONAL MOTION IN ‘TERMS OF POSITION, VELOCITY, AND ACCELERATION. USE FORCE AND MASS TO EXPLAIN TRANSLATIONAL MOTION OR SIMPLE HARMONIC MOTION OF OBJECTS. RELATE TORQUE AND ROTATIONAL INERTIA TO EXPLAIN ROTATIONAL MOTION. ‘STANDARD - 3.2.P.B2 EXPLAIN THE TRANSLATION AND SIMPLE HARMONIC MOTION OF OBJECTS USING CONSERVATION OF ENERGY AND CONSERVATION OF MOMENTUM. DESCRIBE THE ROTATIONAL MOTION OF OBJECTS USING THE CONSERVATION OF ENERGY AND CONSERVATION OF ANGULAR MOMENTUM. EXPLAIN HOW GRAVITATIONAL, ELECTRICAL, AND MAGNETIC FORCES AND TORQUES GIVE RISE TO ROTATIONAL MOTION, STANDARD - 3.2.P.B7 COMPARE AND CONTRAST SCIENTIFIC THEORIES. KNOW THAT BOTH DIRECT AND INDIRECT OBSERVATIONS ARE USED BY SCIENTISTS TO STUDY THE NATURAL WORLD AND UNIVERSE. IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS. FORMULATE AND REVISE EXPLANATIONS AND MODELS USING LOGIC AND EVIDENCE. RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS EXPLAIN THE IMPORTANCE OF ACCURACY AND PRECISION IN MAKING VALID MEASUREMENTS. EXAMINE THE STATUS OF EXISTING THEORIES. EVALUATE EXPERIMENTAL INFORMATION FOR RELEVANCE AND ADHERENCE TO SCIENCE PROCESSES. JUDGE THAT CONCLUSIONS ARE CONSISTENT AND LOGICAL WITH EXPERIMENTAL CONDITIONS. INTERPRET RESULTS OF EXPERIMENTAL RESEARCH TO PREDICT NEW INFORMATION, PROPOSE ADDITIONAL INVESTIGABLE QUESTIONS, OR ADVANCE A SOLUTION. COMMUNICATE AND DEFEND A SCIENTIFIC ARGUMENT Lesson Ossecrives TSWBAT ACCURATELY RECORD THE DATA COLLECTED DURING THE LAB. TSWBAT COLLABORATE WITH THEIR GROUP TO PERFORM THE LAB EFFICIENTLY. ‘TSWBAT GRAPH THE DATA FROM THE LAB WITH THE ACCURATE CURVE FIT. Mareriats PADLarrop V. A. INTRODUCTION BEGIN CLASS AND ASK THESE 5 QUESTIONS WHAT ARE YOUR PLANS FOR THE WEEKENO? Do YOU WANT TO WORK INDIVIDUALLY OR IN PAIRS? ‘WHAT 1S THE NAME OF OUR CURRENT UNIT? ‘WHAT ARE THE DEPENDENT AND INDEPENDENT VARIABLES FOUND IN THE LAB? 5. WHY ARE WE COMPLETING THIS LAB? B Lesson DEVELOPMENT (ACTIVITIES, PROCEDURES) ‘STEP 1: BEGIN BY ASKING THE 5 QUESTIONS. ‘STEP 2: ALLOW TO WORK ON THE VIRTUAL LAB FOR THE REMAINDER OF THE PERIOD. ‘STEP 3: WALK AROUND ROOM AND ANSWER ANY QUESTIONS STUDENTS MIGHT HAVE. C._ EVIDENCE OF DIFFERENTIATED INSTRUCTION LEARNING ENVIRONMENT: THE STUDENTS WILL BE COMPLETING THE SAME LAB IF THEY ARE IN PERSON OR VIRTUAL. THE IN-PERSON STUDENTS WILL ALSO BE GIVEN THE OPPORTUNITY TO WORK IN PAIRS OR INDIVIDUALLY. PRODUCT: THE PRODUCT OF THE TWO LABS WILL BE THE ABILITY TO COMPLETE THE LA ON [NOTABILITY OR ON PAPER. D. Closure (Summary) CONCLUDE BY HAVING EVERYONE COME BACK TOGETHER AND HAVE A MINI LAB DISCUSSION. VI. ASSESSMENT/EVALUATION ‘THE STUDENTS WILL ALL BE FORMALLY ASSESSED BASED ON THEIR ABILITY TO COMPLETE THE LAB QUESTIONS AND, TO RECORD ACCURATE INFORMATION ON EXPERIMENT HANDOUT BY HAVING (T SIGNED OFF ON. THE STUDENTS WILL BE ASKED TO GET ALL OF THEIR DATA DURING THE CLASS PERIOD AND TOLD TO COMPLETE THE ‘CALCULATIONS OVER THE WEEKEND. THE COMPLETED LAB WILL BE DUE FOLLOWING THE DISCUSSION ON MONDAY. THE STUDENTS ABILITY TO WORKIN THEIR GROUPS WILL BE INFORMALLY ASSESSED BASED ON THEIR. [ABILITY TO COMPLETE THE LAB BY THE END OF THE CLASS PERIOD THROUGH THE USE OF THE MYSTERY PERSON STRATEGY AND NOTETAKING BY THE TEACHER, Vil. 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