Entry Level |
Formative |
Summative |
How does Newton's Law play a role in the working of a roller coaster?How does energy conversion take place in the working of a roller coaster? |
Quiz on:
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Group Activity:
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Build a roller coaster, using marbles and foam pipe insulation. |
Entry-Level Assessments:
Homework and Classwork Problem Solving and Calculations:
--Students will exhibit a basic understanding of the relationship between Newton's First Law and the working of a roller coaster. Which basically means they should be able explain that an object in motion stays in motion and that is what happens on a roller coaster...once an object is set in motion, it continues in motion.
---Students will be able to solve assigned problems that exhibit an understanding of the conversion of Potential Energy to Kinetic Energy.
---Students will be able to solve assigned problems that exhibit an understanding of the conversion of Potential Energy to Kinetic Energy.
Homework Daily Practice Quizzes:
Click on the button to access the daily review quizzes.
These quizzes are a part of the daily homework and will help prepare for the daily in-class quizzes.
Login is the student's Last and First name with no spaces in between. Password is Hello.
So let's say student's first name is "physics" and last name is "student" your login name is : PhysicsStudent
These quizzes are a part of the daily homework and will help prepare for the daily in-class quizzes.
Login is the student's Last and First name with no spaces in between. Password is Hello.
So let's say student's first name is "physics" and last name is "student" your login name is : PhysicsStudent
Formative Assessments:
--There are many examples of Newton's First Law of Motion that are presented in the lecture. Students will be given a handout and will have to determine if the examples listed in the handout are true examples of Newton's Law. Then students will explain why they think their answer is correct. By relating Newton's Law to everyday instances, students are forced to think outside of the basic definition of Newton's Law to the application of it. As a teacher it allows me to get an idea of how well the student understands Newton's First Law of Motion and I can then work closely with each student towards better understanding
--students will continue to solve problems and calculations, which will involve 2 steps. First they will have to determine the mass of an object, with given parameters, and then they will calculate energy.
--Students will be given daily in-class quizzes on Newton's Law, definitions of Mass, Force, Acceleration, Inertia, Speed, Velocity, Potential Energy, Kinetic Energy and the units of measurement. These quizzes will be given at the beginning of lecture and will be corrected in class. Each quiz will have 5 questions; questions will be sentence starters or fill in the blanks. The daily quiz may present questions on the same concept,however they may worded or presented differently each day. For example, you may be asked the definition and formula to calculate "mass" in one quiz. In the next quiz you may be asked to determine the mass of an object. The goal is to reinforce what was learned and also by askng several questions on the same concept in different ways, we can better understand how well students have understood the concepts.
--students will continue to solve problems and calculations, which will involve 2 steps. First they will have to determine the mass of an object, with given parameters, and then they will calculate energy.
--Students will be given daily in-class quizzes on Newton's Law, definitions of Mass, Force, Acceleration, Inertia, Speed, Velocity, Potential Energy, Kinetic Energy and the units of measurement. These quizzes will be given at the beginning of lecture and will be corrected in class. Each quiz will have 5 questions; questions will be sentence starters or fill in the blanks. The daily quiz may present questions on the same concept,however they may worded or presented differently each day. For example, you may be asked the definition and formula to calculate "mass" in one quiz. In the next quiz you may be asked to determine the mass of an object. The goal is to reinforce what was learned and also by askng several questions on the same concept in different ways, we can better understand how well students have understood the concepts.
Summative Assessments:
Once students are able to solve basic calculations and have an understanding of the key definitions, we will move on to group projects to get a real, hands-on idea of how roller coasters work! We will do this three different ways:
1. First students will be given a handout that will specify given parameters. Students will work in groups to calculate and design on paper a working roller coaster design with the given parameters. This will also give me an idea of whether students have been able to tie together all the definitions and formulas that we have been going over.
2. Next, students will use their hypothetical design that they did on paper and plug the values into a roller coaster simulator. This will give students an opportunity to see if their calcualtions were correct and if the design worked.
3. Finally, students will work together and put together a simple roller coaster, using marbles and foam pipe. they will use realiistic measurements (which might need to be adjusted to a scale) to design this roller coaster. This will be a physical test of whether their design works! Students will submit a report with their final results.
1. First students will be given a handout that will specify given parameters. Students will work in groups to calculate and design on paper a working roller coaster design with the given parameters. This will also give me an idea of whether students have been able to tie together all the definitions and formulas that we have been going over.
2. Next, students will use their hypothetical design that they did on paper and plug the values into a roller coaster simulator. This will give students an opportunity to see if their calcualtions were correct and if the design worked.
3. Finally, students will work together and put together a simple roller coaster, using marbles and foam pipe. they will use realiistic measurements (which might need to be adjusted to a scale) to design this roller coaster. This will be a physical test of whether their design works! Students will submit a report with their final results.