OPEN LESSON SAMPLE LESSONS FOR THE CLASSROOM FROM LAYING THE FOUNDATION
|
|
- Eunice Lydia Dixon
- 7 years ago
- Views:
Transcription
1 OPEN LESSON SAMPLE LESSONS FOR THE CLASSROOM FROM LAYING THE FOUNDATION Middle Grades Science Running the Stairs Measuring Work, Energy, and Power About this Lesson This activity can be used to introduce and develop the concepts of work and power as each student measures the work performed, potential energy, and power level as they climb a flight of stairs. Having the students actually perform and experience the work is the best way for them to formulate their own definitions of work and power, and is especially suited for kinesthetic learners. This learning experience is also powerful in that the experiential definition of work will remain should the student pursue further learning in a physics course. Objectives Students will: Determine the work done against gravity while running up a flight of stairs Determine the power level at which they performed the work Level Middle Grades: Physical Science Common Core State Standards for Science Content LTF Science lessons will be aligned with the next generation of multi-state science standards that are currently in development. These standards are said to be developed around the anchor document, A Framework for K 12 Science Education, which was produced by the National Research Council. Where applicable, the LTF Science lessons are also aligned to the Common Core Standards for Mathematical Content as well as the Common Core Literacy Standards for Science and Technical Subjects. T E A C H E R Code Standard Level of Thinking Depth of Knowledge (Literacy) RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Apply II Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at i
2 Teacher Overview Running the Stairs Code Standard Level of Thinking Depth of Knowledge (MATH) 6.EE.2C Write, read, and evaluate expressions in which letters stand for numbers. Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in realworld problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s 3 and A = 6 s 2 to find the volume and surface area of a cube with sides of length s = 1/2. Apply II (Literacy) RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Apply II (Literacy) W.1 (MATH) 6.RP.3d Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Apply Apply II II T E A C H E R Connections to AP* AP Physics: II. Newtonian mechanics C. Work, energy, and power *Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product. Materials and Resources Each lab group will need the following: meter stick stopwatch string washer, 2 in. Additional teacher materials: bathroom scale Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at ii
3 Teacher Overview Running the Stairs Assessments The following types of assessments are embedded in this lesson: Assessment of prior knowledge Formative assessment discussions during activity The following additional assessments are located on the LTF website: Short Lesson Assessment: Running the Stairs Middle Grades Physics Assessment: Work, Power and Energy 2006 Middle Grades 8 Posttest, Free Response Question 2 Teaching Suggestions In this activity, each student will measure their work performed, potential energy, and power level as they climb a flight of stairs. The pre-lab should include a discussion of the scientific definition of work contrasted with the common language definition. A sample activity might consist of having students compile a list of situations involving work and then have students call out their examples. The teacher can then respond by identifying if the example fits the scientific definition of work. In this way, students will be encouraged to think of other examples of work and develop an operational definition. The work completed in this activity is in one direction and against gravity, but the definition of work is not confined to this one situation. Help your students further define work by describing situations where work may be done and having them identify if work is in fact being done. To complete the activity. you must find a stairway that is at least one flight or greater and open in such a way that you can measure its height with a string or long tape measure. Have each student stand on a bathroom scale and record their weight, then calculate their mass using the conversion on the datasheet. Take the students to the stairway and choose a few students to measure the height of the stairs by tying a weight to the string, lowering it to the bottom, and measuring the length of the string from the bottom of the stairs to the top. T E A C H E R Alternatively, you could give each student a ruler and have them measure the height of each step, then multiply the average height of a step by the number of steps, or simply add the heights of all of the steps. Be sure and emphasize the use of the proper number of significant digits as discussed in previous lessons. Either stand at the top of the stairs with a stopwatch to time each student as they climb the stairs or assign a student to do so. After giving a student the signal to go, start the clock when their foot touches the first step. Tell the students they must touch each step as they climb. Tell each student their time, and have them perform the calculations on the data sheet and answer the Conclusion Questions. v. 2.0, 2.0 Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at iii
4 Answer Key Data and Observations Mass and weight conversion: 2.2 lbs = 1 kg Teacher Overview Running the Stairs 1kg 100lbs = 45.5kg 2.2 lbs Height of stairs, h = 5.6 m Time to climb stairs, t = 6.7 s Analysis 1. work = mgh = (45.5 kg)(9.81 m/s 2 ) (5.6 m) = J J (2 sig. figs.) A joule (J) is the product of the units (newton meters) and is a result of the product of force and displacement. work J 2. P W 370 W t 6.7s Round the value to two significant figures unless your stopwatch measures to the hundredth of a second. T E A C H E R Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at iv
5 Answer Key (continued) Teacher Overview Running the Stairs Conclusion Questions 1. Potential energy = work done in climbing the stairs to the top = J 2. a. The work done in climbing the stairs does not depend on the time. b. The work done in climbing the stairs does not depend on the time. 3. a. b. work 2 work P, which yields twice the power 1 t t 2 Work P, which yields half the power 2t 4. a. Potential energy = work done = mgh 2mgh = 2(45.5 kg)(9.81 m/s 2 )(5.6 m) = J J (2 sig. figs.) work J b. P W 370 W (2 sig. figs.) t 2 6.7s Thus, Brutus operates at the same power level as the student because he does twice the work in twice the time. 5. a. 2500J 1kilocalorie b J 0.60 kilocalories (2 sig. figs.) 0.60kilocalories % of the energy bar used = % 50.0kilocalories 6. If the height of the stairs was measured larger than its actual value, the power would appear to be greater than it actually was. If the height was measured smaller than its actual value, the power would appear to be less than it actually was. If the stopwatch was started too late, the power would appear to be greater than its actual value. If the stopwatch was started too early, the power would appear to be less than its actual value. If several steps were measured and an average step height was used to find the total height of the stairway, the power may be greater if a number of the steps were shorter than the average, or the power may be less if a number of the steps were taller than the average. T E A C H E R Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at v
6 Middle Grades Science Running the Stairs Measuring Work, Energy, and Power Any time work is performed on an object, the energy of that object is changed. When you climb stairs, you do work on your body s mass and increase your potential energy. The amount of work you do is equal to the change in your potential energy. Power is the rate at which work is done. If you climb the stairs quickly, you operate at a high power level. If you climb the stairs slowly, your power level is low. Work and energy are measured in joules (J), and power is measured in watts (W). The equation for the work done in lifting a mass from the ground level to a height h is work = mgh (Eq. 1) where m is the mass of the object in kilograms, g is the acceleration due to gravity (9.81 m/s 2 ), and h is the height to which the mass is lifted in meters. The equation for power, P, is the work done divided by time t, work P (Eq. 2) t Purpose You will be timed while running up a flight of stairs, and will determine the work done against gravity and the power level at which you performed the work. Materials Each lab group will need the following: meter stick stopwatch string washer, 2 in. SAFETY ALERT!» Use caution when running up the stairs.» Do not skip any steps, but step on each one as you climb the stairs.» Be sure your shoestrings are securely tied. Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at 1
7 Procedure Student Activity Running the Stairs 1. Stand on a bathroom scale to determine your weight. Find the mass that corresponds to your weight by using the conversion given on your student answer page. 2. Find a stairway that has a vertical height of at least one floor. 3. Measure the height of the stairway in meters by attaching a weight to a string and lowering it from the top of the stairs to the bottom. Measure the length of the string with the tape measure or several meter sticks. Alternatively, measure the height of each step and find the sum of the heights of all the steps to determine the height of the stars. 4. Record the height of the stairs in the appropriate space on your student answer page. When using a ruler, meter stick, or tape measure, remember to make your measurements to the correct number of significant digits and estimate between marks. 5. Have your teacher or a student stand at the top of the stairs with a stopwatch to measure the time it takes you to climb the stairs from the bottom to the top. Timing should begin the moment your foot touches the first step. Use caution while climbing the steps, and be sure to step on each step as you travel up the stairs. 6. Record the time it takes for you to run from the bottom of the stairs to the top in the appropriate space on your student answer page. Record your measurement to the correct number of significant digits. Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at 2
8 Student Activity Running the Stairs Data and Observations Mass and weight conversion: 2.2 lbs = 1 kg Height of stairs, h = m Time to climb stairs, t = s Analysis Equations and constants: Remember to report the answers to all calculations to the proper number of significant figures. work = mgh work P t g = 9.81 m/s 2 1. In the space provided, show your calculation for the work you performed on your mass against gravity as you climbed the stairs. Be sure to indicate the units for the work done. 2. In the space provided, show your calculation for the power level at which you performed the work, and indicate the units for power. Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at 3
9 Conclusion Questions Student Activity Running the Stairs 1. If your p otential energy is taken to be zero when you are on the ground level, what is your potential energy when you reach the top of the stairs? 2. How would the work done against gravity change if you ran up the stairs in: a. Half the time? Justify your answer. b. Twice the time? Justify your answer. 3. How would your power level change if you ran up the stairs in: a. Half the time? Justify your answer. b. Twice the time? Justify your answer. Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at 4
10 Conclusion Questions (continued) Student Activity Running the Stairs 4. Brutus the football player has twice as much mass as you do and takes twice as much time as you to run to the top of the stairs. a. Calculate Brutus potential energy at the top of the stairs. b. How does Brutus power compare with yours? Justify your answer. 5. A calorie (cal) is a unit of energy that is commonly associated with heat. A kilocalorie (Cal) is 1000 calories, and is the common reference of calorie for the energy content of food. The conversion between kilocalories and joules is 1 kilocalorie = 4184 joules a. How many kilocalories did you burn in climbing the stairs? Show your work. b. If you ate an energy bar consisting of 50.0 kilocalories, what percentage of the energy bar did you use to climb the stairs? 6. Discuss two reasonable sources of error in determining your power in climbing the stairs, and explain how each error increased or decreased your value for the power. Copyright 2012 Laying the Foundation, Inc., Dallas, Texas. All rights reserved. Visit us online at 5
Volumes of Revolution
Mathematics Volumes of Revolution About this Lesson This lesson provides students with a physical method to visualize -dimensional solids and a specific procedure to sketch a solid of revolution. Students
More informationWork, Energy and Power
Name: KEY Work, Energy and Power Objectives: 1. To understand work and its relation to energy. 2. To understand how energy can be transformed from one form into another. 3. To compute the power from the
More information9. The kinetic energy of the moving object is (1) 5 J (3) 15 J (2) 10 J (4) 50 J
1. If the kinetic energy of an object is 16 joules when its speed is 4.0 meters per second, then the mass of the objects is (1) 0.5 kg (3) 8.0 kg (2) 2.0 kg (4) 19.6 kg Base your answers to questions 9
More informationWork, Energy and Power
Work, Energy and Power In this section of the Transport unit, we will look at the energy changes that take place when a force acts upon an object. Energy can t be created or destroyed, it can only be changed
More informationWork, Energy and Power Practice Test 1
Name: ate: 1. How much work is required to lift a 2-kilogram mass to a height of 10 meters?. 5 joules. 20 joules. 100 joules. 200 joules 5. ar and car of equal mass travel up a hill. ar moves up the hill
More informationChapter 6 Work and Energy
Chapter 6 WORK AND ENERGY PREVIEW Work is the scalar product of the force acting on an object and the displacement through which it acts. When work is done on or by a system, the energy of that system
More informationCurriculum Alignment Project
Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan
More informationRECOMMENDED COURSE(S): Algebra I or II, Integrated Math I, II, or III, Statistics/Probability; Introduction to Health Science
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More informationLab 8: Ballistic Pendulum
Lab 8: Ballistic Pendulum Equipment: Ballistic pendulum apparatus, 2 meter ruler, 30 cm ruler, blank paper, carbon paper, masking tape, scale. Caution In this experiment a steel ball is projected horizontally
More informationMathematics. Mathematical Practices
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
More informationOpen-Ended Problem-Solving Projections
MATHEMATICS Open-Ended Problem-Solving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEM-SOLVING OVERVIEW The Projection Masters for Problem-Solving
More informationMATHEMATICAL LITERACY LESSON PLANS.
MATHEMATICAL LITERACY LESSON PLANS. GRADE 10. LESSON PLAN 1. Lesson Plan: Number and operations in context. Number f Activities : 3 Duration : +/- 9H00 Week 1 2 Date: Context : Mathematics in everyday
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)
Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole
More informationInvestigating Area Under a Curve
Mathematics Investigating Area Under a Curve About this Lesson This lesson is an introduction to areas bounded by functions and the x-axis on a given interval. Since the functions in the beginning of the
More informationThe electrical field produces a force that acts
Physics Equipotential Lines and Electric Fields Plotting the Electric Field MATERIALS AND RESOURCES ABOUT THIS LESSON EACH GROUP 5 alligator clip leads 2 batteries, 9 V 2 binder clips, large computer LabQuest
More informationGravitational Potential Energy
Gravitational Potential Energy Consider a ball falling from a height of y 0 =h to the floor at height y=0. A net force of gravity has been acting on the ball as it drops. So the total work done on the
More informationMathematics Common Core Sample Questions
New York State Testing Program Mathematics Common Core Sample Questions Grade6 The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and
More informationFRICTION, WORK, AND THE INCLINED PLANE
FRICTION, WORK, AND THE INCLINED PLANE Objective: To measure the coefficient of static and inetic friction between a bloc and an inclined plane and to examine the relationship between the plane s angle
More informationExplore 2: Gathering Momentum
Explore : Gathering Momentum Type of Lesson: Learning Goal & Instructional Objectives: Content with Process: Focus on constructing knowledge through active learning. In this investigation, students calculate
More informationChapter 2 Measurement and Problem Solving
Introductory Chemistry, 3 rd Edition Nivaldo Tro Measurement and Problem Solving Graph of global Temperature rise in 20 th Century. Cover page Opposite page 11. Roy Kennedy Massachusetts Bay Community
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1
Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationTeacher Guide. Including Student Activities. Module 1: Tracing Energy Transformations
Teacher Guide Including Student Activities Module 1: Tracing Energy Transformations ACTIVITY GUIDE Module 1: Tracing Energy Transformations Summary: We use energy on a daily basis. We use it to make our
More informationLesson 3 - Understanding Energy (with a Pendulum)
Lesson 3 - Understanding Energy (with a Pendulum) Introduction This lesson is meant to introduce energy and conservation of energy and is a continuation of the fundamentals of roller coaster engineering.
More informationA Fishy Tale. Observing the Circulatory System of a Goldfish with a Compound Light Microscope
A Fishy Tale Observing the Circulatory System of a Goldfish with a Compound Light Microscope A Fishy Tale About this Lesson In this lesson, students will explore a computer animation of the human body
More informationMD5-26 Stacking Blocks Pages 115 116
MD5-26 Stacking Blocks Pages 115 116 STANDARDS 5.MD.C.4 Goals Students will find the number of cubes in a rectangular stack and develop the formula length width height for the number of cubes in a stack.
More informationWrite the Equation of the Line Review
Connecting Algebra 1 to Advanced Placement* Mathematics A Resource and Strategy Guide Objective: Students will be assessed on their ability to write the equation of a line in multiple methods. Connections
More informationThree Methods for Calculating the Buoyant Force Gleue: Physics
Three Methods for Calculating the Buoyant Force Gleue: Physics Name Hr. The Buoyant Force (F b ) is the apparent loss of weight for an object submerged in a fluid. For example if you have an object immersed
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationPhysical Quantities and Units
Physical Quantities and Units 1 Revision Objectives This chapter will explain the SI system of units used for measuring physical quantities and will distinguish between vector and scalar quantities. You
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 8-10 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationWork. Work = Force x parallel distance (parallel component of displacement) F v
Work Work = orce x parallel distance (parallel component of displacement) W k = d parallel d parallel Units: N m= J = " joules" = ( kg m2/ s2) = average force computed over the distance r r When is not
More informationAP Physics 1 Summer Assignment
AP Physics 1 Summer Assignment AP Physics 1 Summer Assignment Welcome to AP Physics 1. This course and the AP exam will be challenging. AP classes are taught as college courses not just college-level courses,
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More information2.2 Scientific Notation: Writing Large and Small Numbers
2.2 Scientific Notation: Writing Large and Small Numbers A number written in scientific notation has two parts. A decimal part: a number that is between 1 and 10. An exponential part: 10 raised to an exponent,
More information6. Block and Tackle* Block and tackle
6. Block and Tackle* A block and tackle is a combination of pulleys and ropes often used for lifting. Pulleys grouped together in a single frame make up what is called a pulley block. The tackle refers
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationConservation of Energy Physics Lab VI
Conservation of Energy Physics Lab VI Objective This lab experiment explores the principle of energy conservation. You will analyze the final speed of an air track glider pulled along an air track by a
More informationEnergy - Key Vocabulary
Energy - Key Vocabulary Term Potential Energy Kinetic Energy Joules Gravity Definition The energy an object possesses due to its position. PE = mgh The energy an object possesses when it is in motion.
More informationMathematics Common Core Sample Questions
New York State Testing Program Mathematics Common Core Sample Questions Grade The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and
More informationHFCC Math Lab Beginning Algebra 13 TRANSLATING ENGLISH INTO ALGEBRA: WORDS, PHRASE, SENTENCES
HFCC Math Lab Beginning Algebra 1 TRANSLATING ENGLISH INTO ALGEBRA: WORDS, PHRASE, SENTENCES Before being able to solve word problems in algebra, you must be able to change words, phrases, and sentences
More informationEnergy transformations
Energy transformations Objectives Describe examples of energy transformations. Demonstrate and apply the law of conservation of energy to a system involving a vertical spring and mass. Design and implement
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical
More informationPIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY
PIZZA! PIZZA! TEACHER S GUIDE and ANSWER KEY The Student Handout is page 11. Give this page to students as a separate sheet. Area of Circles and Squares Circumference and Perimeters Volume of Cylinders
More informationGRAVITATIONAL FIELDS PHYSICS 20 GRAVITATIONAL FORCES. Gravitational Fields (or Acceleration Due to Gravity) Symbol: Definition: Units:
GRAVITATIONAL FIELDS Gravitational Fields (or Acceleration Due to Gravity) Symbol: Definition: Units: Formula Description This is the formula for force due to gravity or as we call it, weight. Relevant
More informationUNIT (1) MEASUREMENTS IN CHEMISTRY
UNIT (1) MEASUREMENTS IN CHEMISTRY Measurements are part of our daily lives. We measure our weights, driving distances, and gallons of gasoline. As a health professional you might measure blood pressure,
More informationThis lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationANSWER KEY. Work and Machines
Chapter Project Worksheet 1 1. inclined plane, wedge, screw, lever, wheel and axle, pulley 2. pulley 3. lever 4. inclined plane 5. Answers will vary: top, side, or bottom 6. Answers will vary; only one
More informationWeight The weight of an object is defined as the gravitational force acting on the object. Unit: Newton (N)
Gravitational Field A gravitational field as a region in which an object experiences a force due to gravitational attraction Gravitational Field Strength The gravitational field strength at a point in
More informationSummer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students
Summer Assignment for incoming Fairhope Middle School 7 th grade Advanced Math Students Studies show that most students lose about two months of math abilities over the summer when they do not engage in
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationGrade 6 Mathematics Common Core State Standards
Grade 6 Mathematics Common Core State Standards Standards for Mathematical Practice HOW make sense of problems, persevere in solving them, and check the reasonableness of answers. reason with and flexibly
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with
More informationChapter 3.8 & 6 Solutions
Chapter 3.8 & 6 Solutions P3.37. Prepare: We are asked to find period, speed and acceleration. Period and frequency are inverses according to Equation 3.26. To find speed we need to know the distance traveled
More informationMeasurements 1. BIRKBECK MATHS SUPPORT www.mathsupport.wordpress.com. In this section we will look at. Helping you practice. Online Quizzes and Videos
BIRKBECK MATHS SUPPORT www.mathsupport.wordpress.com Measurements 1 In this section we will look at - Examples of everyday measurement - Some units we use to take measurements - Symbols for units and converting
More informationChapter 2 Measurements in Chemistry. Standard measuring device. Standard scale gram (g)
1 Chapter 2 Measurements in Chemistry Standard measuring device Standard scale gram (g) 2 Reliability of Measurements Accuracy closeness to true value Precision reproducibility Example: 98.6 o F 98.5 o
More informationVoyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually
More informationInteraction at a Distance
Interaction at a Distance Lesson Overview: Students come in contact with and use magnets every day. They often don t consider that there are different types of magnets and that they are made for different
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationProblem of the Month: Once Upon a Time
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationThe Physics of Kicking a Soccer Ball
The Physics of Kicking a Soccer Ball Shael Brown Grade 8 Table of Contents Introduction...1 What actually happens when you kick a soccer ball?...2 Who kicks harder shorter or taller people?...4 How much
More informationRotational Inertia Demonstrator
WWW.ARBORSCI.COM Rotational Inertia Demonstrator P3-3545 BACKGROUND: The Rotational Inertia Demonstrator provides an engaging way to investigate many of the principles of angular motion and is intended
More informationCCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks
First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much
More informationCONNECTING LESSONS NGSS STANDARD
CONNECTING LESSONS TO NGSS STANDARDS 1 This chart provides an overview of the NGSS Standards that can be met by, or extended to meet, specific STEAM Student Set challenges. Information on how to fulfill
More informationINDIANA ACADEMIC STANDARDS. Mathematics: Grade 6 Draft for release: May 1, 2014
INDIANA ACADEMIC STANDARDS Mathematics: Grade 6 Draft for release: May 1, 2014 I. Introduction The Indiana Academic Standards for Mathematics are the result of a process designed to identify, evaluate,
More informationGeneral Physics Lab: Atwood s Machine
General Physics Lab: Atwood s Machine Introduction One may study Newton s second law using a device known as Atwood s machine, shown below. It consists of a pulley and two hanging masses. The difference
More informationN Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
More informationSection 1 Tools and Measurement
Section 1 Tools and Measurement Key Concept Scientists must select the appropriate tools to make measurements and collect data, to perform tests, and to analyze data. What You Will Learn Scientists use
More informationMACMILLAN/McGRAW-HILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAW-HILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More informationNegative Exponents and Scientific Notation
3.2 Negative Exponents and Scientific Notation 3.2 OBJECTIVES. Evaluate expressions involving zero or a negative exponent 2. Simplify expressions involving zero or a negative exponent 3. Write a decimal
More informationVaporization of Liquid Nitrogen
Vaporization of Liquid Nitrogen Goals and Introduction As a system exchanges thermal energy with its surroundings, the temperature of the system will usually increase or decrease, depending on the direction
More informationGrade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
More informationGRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS
GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS UNIT OVERVIEW This 4-5 week unit focuses on developing an understanding of ratio concepts and using ratio reasoning to solve problems. TASK DETAILS Task
More informationUnit: Understanding Science and Engineering Through Solar Power Lesson 5 Making Observations and Recording Data for Solar Powered Water Pumping
Unit: Understanding Science and Engineering Through Solar Power Lesson 5 Making Observations and Recording Data for Solar Powered Water Pumping AUTHOR: Mike Hellis DESCRIPTION: Students use a solar module
More informationEXERCISE # 1.Metric Measurement & Scientific Notation
EXERCISE # 1.Metric Measurement & Scientific Notation Student Learning Outcomes At the completion of this exercise, students will be able to learn: 1. How to use scientific notation 2. Discuss the importance
More informationPAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationGRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER
GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER UNIT OVERVIEW This unit contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 2 3
More informationSolving Quadratic Equations
9.3 Solving Quadratic Equations by Using the Quadratic Formula 9.3 OBJECTIVES 1. Solve a quadratic equation by using the quadratic formula 2. Determine the nature of the solutions of a quadratic equation
More informationLesson 4: Convert Fractions, Review Order of Operations
Lesson 4: Convert Fractions, Review Order of Operations LESSON 4: Convert Fractions, Do Order of Operations Weekly Focus: fractions, decimals, percent, order of operations Weekly Skill: convert, compute
More informationSample Questions Chapter 2. Stoker
Sample Questions Chapter 2. Stoker 1. The mathematical meaning associated with the metric system prefixes centi, milli, and micro is, respectively, A) 2, 4, and 6. B) 2, 3, and 6. C) 3, 6, and 9. D) 3,
More informationExperiment 9. The Pendulum
Experiment 9 The Pendulum 9.1 Objectives Investigate the functional dependence of the period (τ) 1 of a pendulum on its length (L), the mass of its bob (m), and the starting angle (θ 0 ). Use a pendulum
More informationAcceleration due to Gravity
Acceleration due to Gravity 1 Object To determine the acceleration due to gravity by different methods. 2 Apparatus Balance, ball bearing, clamps, electric timers, meter stick, paper strips, precision
More informationWEIGHTLESS WONDER Reduced Gravity Flight
WEIGHTLESS WONDER Reduced Gravity Flight Instructional Objectives Students will use trigonometric ratios to find vertical and horizontal components of a velocity vector; derive a formula describing height
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationUnit 8A: Systems in Action (Pg. 2 85) Chapter 2: Getting to Work (pg. 28 55)
Unit 8A: Systems in Action (Pg. 2 85) Chapter 2: Getting to Work (pg. 28 55) Name: Date: 2.1: Physical Systems: Simple Machines (Pg. 30 35): Read Pages 30-35. Answer the following questions on pg. 35:
More informationToothpick Squares: An Introduction to Formulas
Unit IX Activity 1 Toothpick Squares: An Introduction to Formulas O V E R V I E W Rows of squares are formed with toothpicks. The relationship between the number of squares in a row and the number of toothpicks
More informationThree-dimensional figure showing the operation of the CRT. The dotted line shows the path traversed by an example electron.
Physics 241 Lab: Cathode Ray Tube http://bohr.physics.arizona.edu/~leone/ua/ua_spring_2010/phys241lab.html NAME: Section 1: 1.1. A cathode ray tube works by boiling electrons off a cathode heating element
More informationHands-On Math Algebra
Hands-On Math Algebra by Pam Meader and Judy Storer illustrated by Julie Mazur Contents To the Teacher... v Topic: Ratio and Proportion 1. Candy Promotion... 1 2. Estimating Wildlife Populations... 6 3.
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationPhysics 125 Practice Exam #3 Chapters 6-7 Professor Siegel
Physics 125 Practice Exam #3 Chapters 6-7 Professor Siegel Name: Lab Day: 1. A concrete block is pulled 7.0 m across a frictionless surface by means of a rope. The tension in the rope is 40 N; and the
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationWork and Conservation of Energy
Work and Conservation of Energy Topics Covered: 1. The definition of work in physics. 2. The concept of potential energy 3. The concept of kinetic energy 4. Conservation of Energy General Remarks: Two
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationBungee Constant per Unit Length & Bungees in Parallel. Skipping school to bungee jump will get you suspended.
Name: Johanna Goergen Section: 05 Date: 10/28/14 Partner: Lydia Barit Introduction: Bungee Constant per Unit Length & Bungees in Parallel Skipping school to bungee jump will get you suspended. The purpose
More informationPhysics 201 Homework 8
Physics 201 Homework 8 Feb 27, 2013 1. A ceiling fan is turned on and a net torque of 1.8 N-m is applied to the blades. 8.2 rad/s 2 The blades have a total moment of inertia of 0.22 kg-m 2. What is the
More information