Teacher(s)

G. Elliott ; V. Mathews ; T. Griffin

Subject group and discipline

Physical Science

Unit title and number

Light up the Night

Unit # 4

MYP year

4

Unit duration (hrs)

(when taught month / week of year)

36 hrs

March 14 - May 17

Key concept

Related concept(s):  

Global Context

Systems

Energy

Globalization and sustainability

*Human Impact on the Environment

Statement of inquiry

Students will examine how energy is used in a global system to determine if current trends are sustainable.

Inquiry questions

Factual —How is energy converted from one form to another?

Conceptual —  Why is the first hill on a roller coaster usually the fastest?

Debatable —  Given the world demand for oil, should the government allow practices like fracking or offshore drilling?

Objectives (MYP)

Summative assessment

Relationship between summative assessment task(s) and statement of inquiry:

Criterion C:  Processing and evaluating

i.  present collected and transformed data

ii.  interpret data and explain results using scientific reasoning

iii.  evaluate the validity of a hypothesis based on the outcome of the scientific investigation

iv.  evaluate the validity of the method

v.  explain  improvements or extensions to the method

Criterion D: Reflecting on the impacts of science

      i.  explain the ways in which science is applied and used to address a specific problem or issue

     ii.  discuss and evaluate the various implications of using science and its application to solve a specific problem or issue

     iii.  apply scientific language effectively

     iv.  document the work of others and sources of information used

“Alternative energy sources and applications in today’s society” oral presentation with visual aides.  

Criterion C: 

• Students will be able to correctly collect, organize, transform and present data in numerical and/or visual forms.  
• Students will be able to accurately interpret their data and outline results using correct scientific reasoning.  
• Students will be able to discuss the validity of a prediction based on the outcome of a scientific investigation.
•  Students will be able to discuss the validity of the method based on the outcome of a scientific investigation.
•  Students will be able to describe improvements or extensions to the method that would benefit the scientific investigation.  

Criterion D: 

• Students will be able to describe the ways in which science is applied and used  to create models of the atom and create the patterns of the periodic table of elements.  
• Students will be able to consistently apply scientific language to communicate understanding to the atom and the elements clearly and precisely.  
• Students will be able to document sources of scientific models completely.

Approaches to learning (ATL):  

Content (Common Core State Standards/Arkansas Frameworks)

Learning process

(student experiences and teaching strategies)

P.5.PS.1 Distinguish among thermal energy, heat, and temperature

P.5.PS.2  Calculate changes in thermal energy using:  q=mcp∆T

Where q= heat energy, m = mass, cp = specific heat, ∆T = change in temperature

P.6.PS.13 Design an experiment to show conversion of energy:

 mechanical (potential and kinetic)

•  chemical
• thermal
• sound
•  light
•  nuclear

P.6.PS.14 Solve problems by using formulas for gravitational potential and kinetic energy:

• KE= ½(mv2)
• PE= mgh

Where KE = kinetic energy, PE = potential energy, m = mass, v = velocity

P.7.PS.1  Compare and contrast a wave’s speed through various mediums

P.7.PS.2  Explain diffraction of waves

P.7.PS.3  Explain Doppler effect using examples

P.7.PS.4  Calculate problems relating to wave properties:

• _=vt
• f=1/T
• _=f_

            Where __ = wavelengths, f = frequency, T = period, v = velocity

P.7.PS.5 Describe how the physical properties of sound waves affect its perception

P.7.PS.6 Define light in terms of waves and particles

P.7.PS.7 Explain the formation of color by light and by pigments

P.7.PS.8 Investigate the separation of white light into colors by diffraction

P.7.PS.9 Illustrate constructive and destructive interference of light waves

P.7.PS.10 Differentiate among the reflected images produced by concave, convex, and plane mirrors

P.7.PS.11 Differentiate between the refracted images produced by concave and convex lenses

P.7.PS.12 Research current uses of optics and sound

P.8.PS.1              Calculate voltage, current, and resistance from a schematic diagram

Where V = voltage, I = current, R = resistance

P.8.PS.2              Calculate electrical power using current and voltage: P=IV

                            Where P=power, I=current, V=voltage

P.8.PS.3 Calculate electrical energy using electrical power and time: E=Pt

          Where E=energy, P=power, t=time

P.8.PS.4  Explain the use of electromagnets in step-up and step-down transformers

P.8.PS.5  Research current uses of electromagnets
NS.10.PS.1        Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
NS.10.PS.2        Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
NS.10.PS.4        Gather and analyze data using appropriate summary statistics
NS.10.PS.3 Identify sources of bias that could affect experimental outcome
NS.10.PS.5      Formulate valid conclusions without bias.
NS. 10. PS 6    Communicate experimental results using appropriate reports, figures, and tables

Student Experiences

• Hands on activities
• Mini Labs
• Short readings
• Question and answer
• Reflection in journals
• Diagram and sketch in journals
• Solve practice problems
• Manipulatives
• Compare similarities and differences
• Collaborative learning

Teaching Strategies

• Check for understanding
• Formative assessments (quizzes, bellringers, homework)
• Modeling
• Examine student notebooks
• Powerpoints
• Songs
• Animations
• Identify key words for students
• Give students examples
• Posting student objectives
• Probing questions

Formative assessment

Conservation of Energy Quiz

Rollercoaster Physics Quiz

Doppler Shift Quiz

Gizmo Quizzes

Energy Test

 Waves  Test

Electricity Test

Differentiation (504/ELL/IEP)

• Differentiation and accommodation according to student IEPs.

Resources

Activities -

 “Waves of Light and Sound:  Waves and Their Properties”  Guided reading with checking questions

“Types and Speeds of Waves” Guided reading with checking questions

“Wave Interactions”

“Using Sound”

“Sound and Its Properties”

“Mixing Sound Waves”

‘How do Microphones and Speakers Work Together?’

“The Electromagnetic (em) Spectrum”

“Electromagnetic Waves”

“What Is a Light Emitting Diode (LED), and How Does it Work?”

“What is a Liquid Crystal Display (LCD), and How Does it Work?”

“How Does a Call Find my Cell Phone?”

“How Does a Microwave Oven Heat my Food?”

“How Does a One-Way Mirror Work?”

“Harnessing Solar Power” Article from ChemMatters, October 2011

“Tanking Up With Cooking Oil” Article from ChemMatters, April 2011

“From Fish Tank to Fuel Tank” Article from ChemMatters, April 2012

Chromebook based activities -

Roller coaster Physics Gizmo

Doppler Shift Gizmo

Energy Conversions Gizmo

Hearing, Frequency and Volume Gizmo

Household Energy Uses Gizmo

Color Absorption Gizmo

Basic Prism Gizmo

Refraction Gizmo

Subtractive Colors Gizmo

Additive Colors Gizmo

Circuit Builder Gizmo

Advanced Circuit Builder Gizmo

Labs -

CPO 5.2 Energy Conservation (Rollercoaster)

CPO 12.3 Natural Frequency and Resonance

CPO 13.1 -13.3 Sound

CPO 14.1 and 14.2 Light and Color

Prior to teaching the unit

During teaching

After teaching the unit