Unit
Finding Energy--LAB
Local Objective
At the end of this lab, students will be able to...
a. Form a hypothesis about where kinetic energy comes from.
b. Test your hypothesis by collecting and analyzing data.
Objective used to evaluate students
Yes
Assessment Activity
Informal Evaluations--Teacher will observe during class discussion and questioning. Teacher will observe to make sure students stay on task.
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 answers to analyzing their results and drawing conclusions.
Level of Expectation
90%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Data Table | CR |
Questions | CR |
Learning Activity
The students will:
1. Review all safety cautions and icons before beginning the lab activity.
2. Write a hypothesis that could possibly answer the question: "Where does the kinetic energy come from when you roll down a hill?"
3. Set up lab and collect data using the procedure outline listed on pages 148-149 of the Holt Science & Technology (M) textbook.
4. Complete lab calculations and enter results into your data table.
5. Conclude this activity by analyzing their results and drawing conclusions. During their activity, write down notes about the lab, those will be used to analyze and draw conclusions.
Instructional Method
the teacher will:
1. Guide students during the review of all safey cautions and icons before beginning the lab activity.
2. Guide students as they call compose a hypothesis for answer the question, "Where does the kinetic energy come from when you roll down a hill?"
3. Guide students as they set up their labs and follow the procedure outline listed on pages 148-149 of the Holt Science & Technology (M) textbook.
4. Assist students as they complete their calculation and enter results into their data table.
5. Guide student in analyzing their results and drawing conclusions about their lab experiments. Show students how to use notes to analyze and draw conclusions.
Content Standards
MA 1, SC 7, CA 4, CA 6, MA 3, SC 1
Process Standards
1.2, 1.4, 3.4, 2.7, 1.8, 2.3, 3.2, 2.1, 3.7, 3.6, 3.5, 1.7, 3.3, 1.1, 3.1, 1.3
Equity/Workplace Readiness
MSIP Code | MSIP Indicator |
R/I | Research/Information Skills |
Resources
Holt Science & Technology "Forces, Motion, and Energy" (M)
Materials: books, masking tape, metersticks, metric balance, rolling cart, stopwatch, and wooden boards
Correction Exercise
Trial and Error
Enrichment Exercise
Design new aspects to the experiment to test new hypothesis'.
Special Needs
Modifications
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
SC/7IN/1/A/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 the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanation | Grade 7 | Scope and Sequence - All Units
Formulate testable questions and hypotheses
|
SC/7IN/1/B/07/c | 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
Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
|
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/B/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 relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Make qualitative observations using the five senses
|
SC/7IN/1/B/07/f | 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
Judge whether measurements and computation of quantities are reasonable
|
SC/7IN/1/B/07/d | 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
Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second
|
SC/7IN/1/B/07/e | 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
Compare amounts/measurements
|
SC/7IN/1/B/07/g | 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
Calculate the range and average/mean of a set of data
|
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 11:30:28 AM | What is kinetic energy? What is potential energy? How are the two different? How can I take a potential object and make it kinetic? How can I take a kinetic object and make it potential? |