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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more
GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Science – Physics
Unit One Organizer: “Energy”
(Approximate Time 7 weeks)
OVERVIEW: This unit introduces students to the topic of energy and the ideas of energy conservation. The students begin by developing
understandings about the different forms of energy (i.e. Kinetic and Potential). Students then connect these concepts to develop an
understanding about the law of conservation of energy. Furthermore, the unit provides the students with tools to deepen their knowledge about
renewable and non-renewable sources of energy, and how using these sources affect the environment.
While studying this unit, the students have the opportunity to make connections between the ideas of conservation of energy and conservation
of momentum, especially in the study of elastic collisions.
The foundations to develop an understanding of radioactivity are also introduced here. A connection is made between the student
understandings of radioactivity and energy conservation through a critical assessment about nuclear energy use pros and cons.
A very important component of the scientific work is the process of peer review. In this unit the students are introduced to the peer review
process by allocating time throughout the lessons for them to write an essay paper on one of the energy topics suggested, and then having this
paper reviewed by a group of their classmates before submitting it to the teacher.
STANDARDS ADDRESSED IN THIS UNIT
Focus Standard:
SP2.
a.
b.
SP3.
a.
Students will evaluate the significance of energy in understanding the structure of matter and the universe.
Relate the energy produced through fission and fusion by stars as a driving force in the universe.
Explain how the instability of radioactive isotopes results in spontaneous nuclear reactions.
Students will evaluate the forms and transformations of energy.
Analyze, evaluate, and apply the principle of conservation of energy and measure the components of work-energy theorem by
• describing total energy in a closed system.
• identifying different types of potential energy.
• calculating kinetic energy given mass and velocity.
• relating transformations between potential and kinetic energy.
b. Explain the relationship between matter and energy.
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
f. Analyze the relationship between temperature, internal energy, and work done in physical system.
g. Analyze and measure power.
Supporting content Standards
SP3.
c.
d.
e.
SP1.
d.
e.
Students will evaluate the forms and transformations of energy.
Measure and calculate the vector nature of momentum.
Compare and contrast elastic and inelastic collisions.
Demonstrate the factors required to produce a change in momentum.
Students will analyze the relationships between force, mass, gravity, and the motion of objects.
Measure and calculate the magnitude of frictional forces and Newton’s three Laws of Motion.
Measure and calculate the magnitude of gravitational forces.
Characteristics of Science Standards
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same evidence.
c. Explain that further understanding of scientific problems relies on the design and execution of new experiments which may reinforce or
weaken opposing explanations.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
a. Follow correct procedures for use of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and checking against other available information.
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Kathy Cox, State Superintendent of Schools
Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical models.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable
scientific explanations.
a. Trace the source on any large disparity between estimated and calculated answers to problems.
b. Consider possible effects of measurement errors on calculations.
c. Recognize the relationship between accuracy and precision.
d. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.
e. Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.
SCSh6. Students will communicate scientific investigations and information clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data
c. Use data as evidence to support scientific arguments and claims in written or oral presentations.
d. Participate in group discussions of scientific investigation and current scientific issues.
The Nature of Science Standards
SCSh7. Students will analyze how scientific knowledge is developed.
a. The universe is a vast single system in which the basic principles are the same everywhere.
b. Universal principles are discovered through observation and experimental verification.
c. From time to time, major shifts occur in the scientific view of how the world works. More often, however, the changes that take place in
the body of scientific knowledge are small modifications of prior knowledge. Major shifts in scientific views typically occur after the
observation of a new phenomenon or an insightful interpretation of existing data by an individual or research group.
d. Hypotheses often cause scientists to develop new experiments that produce additional data.
e. Testing, revising, and occasionally rejecting new and old theories never ends.
SCSh8. Students will understand important features of the process of scientific inquiry.
a. Scientific investigators control the conditions of their experiments in order to produce valuable data.
b. Scientific researchers are expected to critically assess the quality of data including possible sources of bias in their investigations’
hypotheses, observations, data analyses, and interpretations.
c. Scientist use practices such as peer review and publication to reinforce the integrity of scientific activity and reporting.
d. The merit of a new theory is judged by how well scientific data are explained by the new theory.
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Kathy Cox, State Superintendent of Schools
Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
e. The ultimate goal of science is to develop an understanding of the natural universe which is free of biases.
f. Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.
Reading Standard
SCSh9. Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
• Read technical texts related to various subject areas.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Determine strategies for finding content and contextual meaning for unknown words.
ENDURING UNDERSTANDINGS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy).
The mechanical energy of a system is the sum of its kinetic and potential.
Kinetic and potential energy are descriptions of the forms that energy can have.
Work is the result of the displacement of an object under the action of a force.
There is a relationship between matter and energy in the equation E = mc2.
Vast amounts of energy are produced in fission and fusion reactions.
Nuclear fission and fusion are the processes that create the array of elements in the universe.
Temperature is a measure of the average kinetic energy for the molecules/atoms in a substance.
Heat flow is the energy transfer between objects due to a temperature difference between them.
The energy that a substance has due to its temperature is its internal energy.
Power is the amount of energy used by a system in a given unit time.
Electrons are outside the nucleus and the protons and neutrons are located inside the nucleus.
Radioactivity is the process of sequential steps by which unstable radioactive isotopes decay into stable isotopes.
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Kathy Cox, State Superintendent of Schools
Physics – Traditional – Energy
October 2006 y Page 4 of 16
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Georgia Performance Standards Framework for Science – Physics
ESSENTIAL QUESTIONS:
1.
2.
3.
4.
5.
6.
Why are humans dependent on transformations of energy?
Why and how is energy conserved?
Why does society spend a lot of resources on controlling thermal energy?
Why are we unable to do any nuclear experiments in physics this year?
What happens to the energy in two different objects when the two objects collide?
Why may a substance feel cold to the touch to one person but warm to another?
CONCEPTS:
Energy transformations, conservation of energy, closed system, kinetic energy, gravitational potential energy, electric potential energy, elastic
potential energy, matter-energy relationship, conservation of momentum, elastic collisions, inelastic collisions, structure of matter, formation of
matter, fission, fusion, radioactivity, heat flow, temperature, work, internal energy, power.
LANGUAGE:
Energy transformations, potential energy, kinetic energy, conservation of energy, electric potential energy, elastic potential energy,
gravitational potential energy, work, force, gravity, closed system, matter, conservation of momentum, elastic collision, inelastic collision, heat,
temperature, internal energy, structure of matter, formation of matter, fission, fusion, radioactivity, power, significant figures, calculate,
experiment, precision measure, accuracy, SI units, describe, scientific notation, conclusion, hypothesis, data, contrast, compare, variable, infer,
analyze, predict, interpret.
EVIDENCE OF LEARNING:
By the conclusion of this unit, students should be able to demonstrate the following competencies:
Culminating Activity:
Simulating Scientific Peer Review
Students will be asked to choose a topic from the list below and write a research paper. See The Writing Process handout and the
Research Paper Rubric to guide the students through the process. The students will submit their paper to a panel of three of their classmates for
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
revisions (simulating the peer review process that takes place in the scientific community). After each student has written their final draft each
group will get together and write a final paper for the topic. Each group will conduct a round table discussion about their topic in front of the
class.
Topic List:
Conservation of Energy is Important.
Energy of the Future.
Georgia’s Energy Resources.
Effects of Energy Consumption on the Environment.
Setting Up the Performance Assessment: (Week 1)
Explain to the students how to write a research paper using the illustration The Writing Process.
Go over the Research Paper Rubric. Set a schedule for completion of different project parts. See instructions for Culminating Performance
Task for the Unit. Make sure the students understand that they are to work at home in order to complete each phase of their research paper on
time.
Ask students to select one of the four topics below and then brainstorm ideas on how to focus their chosen topic (see Brainstorm Organizer for
an example). The students may work together or individually on this part. However, each student should write their own original paper.
Research Paper Phase II (Week 2)
Each student will read their research paper aloud to himself/herself twice; the first time without stopping and the second time making pauses to
correct sentence structure, paragraph structure, idea flow, etc. See the handout Guiding Scientific Writing for types of questions that may help
to focus the student’s writing.
Students should write their second draft and have it ready for the following Friday.
Research Paper Phase III (Week 3)
Students will use the Guiding Scientific Thinking handout to review their draft and write the final draft that will go to the review committee.
Students should have three copies of their final draft ready for the following Friday.
Note: Before you asked the students to complete this activity it is recommended that you go with them over the topic of the handout Guiding
Scientific Thinking.
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
Research Paper Phase IV (Week 4)
Students will give their final draft to two or three different classmates. Each student will have two different papers to read and give feedback.
The students should use the Guiding Scientific Thinking and Guiding Scientific Writing handouts to review their classmates’ drafts.
Comments should be made in a separated sheet of paper and be identified by paragraph and/or line number.
Students would have a week to work on their classmates’ drafts. As soon as students have read a classmate’s paper and made suggestions,
they should return the draft, as well as their comments, to the author.
Research Paper Phase V (Week 6)
Students should have by now their final draft back.
Instruct students to begin working on their final paper. Encourage them to talk with their reviews about the notes they made so there is a clear
understanding for why the comments were made.
Inform the students that their final paper must be turn in no later than the following Friday. It will be a good idea to review with the students
the Research Paper Rubric again at this point.
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
The Writing Process
The Writing Process
1. Invention
a. Locate a subject
b. Focus on a narrow topic
c. Come up with main ideas
d. Generate concrete examples to develop your paper around
2. Thesis
a. Definition (the most important sentence of your essay because it outlines the central purpose of your essay in one place)
b. Position
c. Purpose
d. Process
i. Decide what you are writing about
ii. Think about all the elements your paper will deal with
iii. Think about the purpose and tone of your paper
iv. State your main point in a sentence or two
v. Revise your thesis as you develop your paper
3. Organization
When writers talk about organization, they are talking about arranging thoughts systematically in an orderly, functional
way in order to create a harmonious or united action. Your paper should be arranged so that your purpose is clear, your thesis
logically stated and developed, and your final conclusion plainly drawn from the preceding material.
4. Paragraphing
A paragraph is a group of sentences that are related to each other because they all refer to a controlling idea; this idea is
often expressed in a topic sentence, a sentence that functions in a paragraph much like a thesis statement functions in a paper.
Paragraphs work together to develop the controlling idea established by the thesis.
5. Documentation
a. In-text citations
b. Work Cited List
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Georgia Performance Standards Framework for Science – Physics
Research Writing Rubric
Distinguish
Proficient
Introduction
•
Problem Statement
•
Orientation to Audience
•
Topic
Body
•
Structure
•
Flow
The writer clearly introduces the topic and its
relevance to the audience.
The introduction clearly sets the groundwork
to the direction of the paper.
The writing flows from general ideas to
specific conclusions and/or vice versa.
All sections follow a logical order. Transitions
tie sections together as well as individual
paragraphs.
The writer covers the appropriate content in
depth without being redundant. The
significance of the paper to the audience is
evident.
The writer cites sources when specific
statements are made. The significance of
quotes, when used, is apparent.
The writing is clear and concise.
The writer uses the active voice where
appropriate.
There are few, if any, spelling, grammar, and
punctuation errors.
The writer makes the reader aware of the overall
problem, challenge or topic to be examined.
The introduction is vague as to what is to be found
on the paper.
There is a basic flow from one section t the next,
but not all the sections or paragraphs follow in a
natural or logical order.
There is no reference to the topic, or its
relevance to the audience.
The introduction does not set the groundwork
for what is to come on the paper.
The writing has little to no directions.
The topics addressed on the paper are
disjointed.
The writer includes all the major section of
pertinent content, but does not cover them in as
much depth or detail as the audience expects.
The significance of the paper to the audience is not
clear.
The writer has omitted major sections of
pertinent content or content runs on
excessively.
The writer quotes other material excessively.
The ideas presented have little significance to
the audience.
The writing is generally clear, but unnecessary
words are occasionally used. Meaning is sometimes
hidden.
Paragraph or sentence structure is repetitive. They
are some spelling, grammar, and punctuation
errors.
The writer provides concluding remarks that show
an analysis and synthesis of ideas.
Some of the conclusions, however, are not
supported in the body of the article. A research
question or suggestion is offered to the reader.
It is difficult for the reader to understand what
the writer is trying to express. Writing is
convoluted.
The paper contains spelling and grammatical
errors as well as improper punctuation.
Content
•
Exploration
•
Explanation
Clarity of Writing
Conclusions
Source Citations
The writer makes succinct and precise
conclusions based on the reviewed literature.
Conclusions are strongly supported within the
report.
Insights into the problem/topic are appropriate.
Research questions or suggestions are offered
to the reader.
The writer includes all necessary citations in
The writer cites sources within the body of the text
the body of the review. The references in the
and includes the corresponding references.
list match the in-text citations and all were
However, some formatting problems exist, or some
properly encoded.
components are missing.
Modified from: http://www.kidsplay.org/100w/rubric.htm
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Physics – Traditional – Energy
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Novice
There is little or no indication that the writer
tried to synthesize the information or draw
conclusions based on the literature reviewed.
No research question or suggestions are
offered to the reader.
The writer does not include in-text citations for
statements made in the text. References that
are included in the reference section of the
paper are not cited in the text.
One Stop Shop For Educators
Georgia Performance Standards Framework for Science – Physics
Brainstorming Organizer
Secondary
Ideas
Secondary
Ideas
Secondary
Ideas
Supporting Ideas
Supporting Ideas
Secondary
Ideas
Secondary
Ideas
Secondary
Ideas
Main Idea for your
Topic
Secondary
Ideas
Secondary
Ideas
Supporting Ideas
Supporting Ideas
Secondary
Ideas
Secondary
Ideas
Secondary
Ideas
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Secondary
Ideas
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Georgia Performance Standards Framework for Science – Physics
PREWRITING
NAME: __________________________________________
DATE:____________________
INTRODUCTION:
SUPPORTING IDEAS:
IDEA
EVIDENCE
1.
2.
3.
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PREWRITING (continuation)
OPPOSING IDEAS:
IDEA
EVIDENCE
1.
2.
3.
CONCLUSION:
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Guiding Scientific Writing
Could you elaborate further on
Clarity
Could you express
(idea)
(point)
?
in another way?
Could you give an illustration of ___________?
How could you check that (fact)/(idea) ?
Accuracy
How could you find out if that (fact)/(idea) is true?
Could you give more details on (fact)/(idea)/(theory) ?
Precision
Could you be more specific on
(fact)/(idea)/(theory) ?
How is that (idea)/(fact)/(issue) connected to your research question?
Relevance
How does that (idea)/(fact)/(issue) bear on the issue you are discussing?
Does this (point to a sentence or paragraph) really make sense?
Logic
Does that (point to a sentence or paragraph) follow from what you said on
(paragraph) / (sentence)?
How does that (point to a sentence or paragraph or idea) follow from (point to a
previous sentence or paragraph or idea)?
Do you need to consider another point of view?
Breadth
Is there another way to look at the question?
How are you taking into account the problems in the question?
Depth
Is that (idea)/(issue)/(topic) dealing with the most significant factors of your research
question?
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
Guiding Scientific Thinking
(Based on the work of Dr. Linda Elder and Dr. Richard Paul)
Questions that focus on Questions
A thought is a response to a
question.
I am not exactly sure what question you are raising. Could you explain
it?
Is this question the best one to focus on this point? Is there a more
pressing question?
Questioning Goals and Purposes
All thoughts reflect an agenda or
purpose.
What are you trying to accomplish here?
What is the central aim or task in this line of thought?
Why are you writing this? What is your audience? What do you want to
persuade them about?
Questioning Information, Data,
and Experience
All thoughts presuppose an
information base.
On what information are you basing that comment?
What experience convinced you of this?
How do we know this information is accurate?
Is your conclusion based on hard facts or soft data?
Questioning Inferences and
Conclusions
All thought requires the making of
inferences, the drawing of
conclusions, and the creation of
meaning.
How did you reach that conclusion?
Could you explain your reasoning?
Is there an alternative plausible conclusion?
Questioning Concepts and Ideas
All thought involves the application
of concepts.
What is the main idea you are using in your reasoning?
Are you using the appropriate concept or do you need to re-conceptualize
the problem?
Do you need more facts or do you simply need to rethink how you labeled
the facts?
Questioning Assumptions
All thought rests upon assumptions.
What exactly are you taking for granted here?
Why are you assuming that? Should you assume that?
What assumptions underlie your point of view?
Questioning Implications and
Consequences
All thought is headed in a direction.
What are you implying when you say…?
If we do this, what is likely to happen as a result?
Have you considered the implications of this?
Questioning Viewpoints and
Perspectives
All thought takes place within a
point of view or frame of reference.
From what point of view are you looking at this?
Is there another point of view you should consider?
Which of these possible viewpoints makes most sense given the situation?
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Physics – Traditional – Energy
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Georgia Performance Standards Framework for Science – Physics
MISCONCEPTIONS AND PROPER CONCEPTIONS
MISCONCEPTIONS
We have a limited amount of energy. We can run
out.
PROPER CONCEPTIONS
Kinetic and potential energy are types of energy
such as wind energy, solar energy etc.
We have renewable and nonrenewable resources
for energy. We may run out of an energy resource,
but not energy itself.
Energy is never lost. Rather, it changes to a form
that is either useful (usable) or unusable.
The total amount of energy in a closed system
remains the same. The universe is the ultimate
closed system.
Stationary objects have potential energy and rest
mass energy.
Typically in energy transformations, heat or light
is produced. Heat and light are unrecoverable
energy forms. Energy can not be recovered, but
can be transformed into usable and non-usable
forms.
Kinetic and potential energy are descriptions of
the forms of energy, not types.
Force acting on an object does perform work even if
the object does not move.
Work is defined as displacement of an object due
to the action of a force.
All gravitational potential energy immediately
becomes all kinetic energy when an object is
released to fall.
Energy is a force.
The potential energy of an object transforms into
kinetic energy as it falls.
Energy is lost during energy transformations from
one type to another.
Energy gets used up or runs out.
Stationary objects do not have energy.
It is possible to recycle energy (just like matter).
A cold object contains no heat.
Sweaters will make you warmer.
Heat and cold flow like liquids.
Skin is a good thermometer.
Energy and force are two different concepts.
The temperature of an object measures the amount
of internal energy of it. Cold is a relative term
that refers to the comparison between two objects.
An object colder than a second object has a lower
amount of internal energy than the second object.
Heat is the flow of energy between the two
objects.
Sweaters do not generate energy. Rather, they
work as insulators, which reduce the amount of
energy lost to the colder environment.
Heat is the flow of energy. Cold is a sensation that
refers to the comparison between two objects, one
of which has a lower amount of internal energy
than the other. Hot is also a comparison sensation.
Skin is not a good thermometer because it is in
thermal equilibrium with the environment.
Therefore, what one time may seem cold could,
under different circumstances, feel warm.
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Georgia Performance Standards Framework for Science – Physics
TASKS
The collection of the following tasks represents the level of depth, rigor and complexity
expected of all students to demonstrate evidence of learning.
Task:
Description:
Discussion, Suggestions for use:
Possible Solution :
SAMPLE OF STUDENT WORK
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