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Work, Power, and Simple Machines - Day 1 Lesson Plan
“A Lesson That Will Make You Work”
NJCCCS:
Standard 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories B. Geometry and Measurement (8th grade) 1. Perform mathematical computations using labeled quantities and express answers in correctly derived units
SWBAT:
Materials:
Poster paper, markers, pencil, Student Workbook “Energy, Machines, and Motion”, science journal, calculator
Motivation:
Take out a piece of paper and list the ideas and examples that come to mind when you think about the word work. After 5 minutes, split up into lab groups from Lesson 6 – The Force of Friction and share your ideas with the rest of your group. Have your group come up with a definition of Work and create a poster listing all the examples your group agrees upon (5-10min). Teacher will then call on each group to share their ideas, asking questions during presentations in order to assess students’ prior knowledge about work. Segue into instruction by stating that in science, there is a specific definition of work, which is not entirely the same as what we are used to thinking of in everyday life.
Instruction:
Students will read silently “The Meaning of Work” in their student workbooks (pgs 74-5). After reading, the teacher will review the key points of the reading, asking these questions:
Teacher will then refer to the posters created in class and students, as a class, will evaluate which of their examples meet the scientific definition of work.
Activity/Application:
Have students refer back to Inquiry 6.1 – Pulling a Block Across Different Surfaces. Ask students if work was being done in this experiment. If so, how might we calculate it? What variables do we need to calculate work? Teacher will guide the students to realize that in this experiment, they pulled the block across a certain distance and therefore did work on the block. Make sure to explain to students that the force that they pulled the block with is called the effort force (measured in Newtons) and the distance they pulled the block is called the effort distance (measured in meters – not centimeters).
Students will create their own data table for Inquiry 8.1 that includes all the variables needed and then calculate the work done by pulling the block across each surface. There should be columns for type of surface, effort force (N), effort distance (m), Work Done (J). Students should fill in their data table as well as show their calculations.
*Students might get confused with units and calculate work using centimeters instead of meters so make sure to watch out for this error
After you have finished with your calculations, answer the following reflection questions in your journals:
After students are finished with the reflection questions, teacher will lead a class discussion reviewing the reflection questions as well as going over the definition and main ideas about work.
Special Education Modifications:
None. If present, the inclusion teacher will circle around the room offering help to her students.
Assessment:
Teacher will review the reflection questions to assess students’ knowledge of the basic concepts of work that have been presented to them in class. The homework assignment will assess how students take the ideas of work talked about and demonstrated in class and apply them to everyday situations.
Homework:
Homework sheet will be picked up by students as they walk into class. Students will have to find a picture in a newspaper of a demonstration of the scientific definition of work.
Extra! Extra! Read All About Work!
At home, look through a newspaper or magazine and find a picture where work is being done. Cut out the picture and paste it on the top of the paper. Under the picture write a paragraph about how this picture demonstrates work. Be sure to include these points:
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