Unit
Detecting Acceleration--LAB
Local Objective
At the end of the lab, students will be able to...
a. Build an accelerometer.
b. Explain how an accelerometer works.
Objective used to evaluate students
Yes
Assessment Activity
Informal Evaluations--Teacher will observe during class discussion and questioning. Teacher will also observe during the making of the accelerometer. Check students for construction of accelerometer.
Independent Practice--Students will be following the procedure for this activity on their own. Teacher can make a formal assessment on their work and ability to read and follow directions.
Assessment--A final assessment can be made of students final project and their answers to analyzing their results and drawing conclusions.
Level of Expectation
95%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Questions | CR |
Final Product | PE |
Learning Activity
The students will:
a. Review all safety cautions and icons before beginning the lab activity.
b. Follow the procedure outline listed on pages 26-27 of the Holt Science and Technology (M) for creating their accelerometer.
c. Create a chart to collect data.
d. Conclude this activity by analyzing their results and drawing conclusions. During their activity, write down notes about their accelerometer and their findings, those will be used to analyze and draw conclusions.
Instructional Method
The Teacher will:
a. Guide students during the review of all safety cautions and icons before beginning the lab activity.
b. Guide students in following the procedure outline listed on pages 26-27 of their textbooks.
c. Help student to correctly create a chart to record data. Make sure all students have the four points needed when creating a graph.
d. Guide students in analyzing their results and drawing conclusions about their accelerometer. Show students how using their notes will help them analyze and draw their conclusions.
Content Standards
SC 6, SC 7, SC 2, SC 1
Process Standards
1.2, 3.2, 4.1, 2.3, 2.1, 4.6, 3.7, 3.5, 1.1, 2.5, 4.4, 2.6, 2.4
Equity/Workplace Readiness
MSIP Code | MSIP Indicator |
R/I | Research/Information Skills |
Resources
Holt Science & Technology "Forces, Motion, and Energy" (M)
Materials: 1 Liter container with lid, cork or plastic foam ball (small), modeling clay, pushpin, scissors, string, and water.
Correction Exercise
Trial and Error
Enrichment Exercise
Improvements of Accelerometer
Special Needs
Peer Assistance
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
SC/7IN/1/B/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Determine the appropriate tools and techniques to collect data
|
SC/7IN/1/C/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Evidence is used to formulate explanations | Grade 7 | Scope and Sequence - All Units
Use quantitative and qualitative data as support for reasonable explanations (conclusions)
|
SC/7IN/1/D/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) | Grade 7 | Scope and Sequence - All Units
Evaluate the reasonableness of an explanation (conclusion)
|
SC/7IN/1/D/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) | Grade 7 | Scope and Sequence - All Units
Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)
|
SC/7IN/1/E/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | The nature of science relies upon communication of results and justification of explanations | Grade 7 | Scope and Sequence - All Units
Communicate the procedures and results of investigations and explanations through:
-oral presentations
-drawings and maps
-data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, --multiple trials, beginning and ending times or temperatures, derived quantities)
-graphs (bar, single line, pictograph)
-equations and writings
|
Objective Notes/Essential Questions
Date | Note/Question |
6/18/2007 11:10:31 AM | What does it mean to accelerate? A device with the suffix "ometer" would indicate that it does what? What things would we need to build an accelerometer? |