1

SCIENCE UNIT PLAN

Science 10 Unit B Energy Flow in Technological Systems
James Loach
February 28, 2013




















2

Table of Contents:
Table of Contents........................................................................................................................p. 2
Focusing Questions.....................................................................................................................p. 3
Graphic Organizer Topic Outline..............................................................................................p. 4
Unit Summary.............................................................................................................................p. 4
Unit Rationale.............................................................................................................................p. 5
Unit Assessment Plan.................................................................................................................p. 6
Student Learning Outcomes.....................................................................................................p. 24
Unit Schedule: Calendar Format...............................................................................................p. 30
Unit Schedule: Day-to-Day Format...........................................................................................p. 31
Materials and Equipment.........................................................................................................p. 31
Learning Resources...................................................................................................................p. 36












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Focusing Questions
1. How did technological innovation lead to advancement in the scientific understanding of
energy and thermodynamics?
2. How can we apply principles of thermodynamics to study and improve modern day
technological systems?
3. What methods do we have to study the movement and conversion of energy in
practical, everyday examples and situations?



















4

Graphic Organizer
Topic 1 Basic principles of movement,
work and energy
1. Motion
a. Uniform Motion
b. Average Speed
2. Velocity
a. Scalar and Vector
b. Distance Traveled and
Displacement
c. Speed and Velocity
3. Acceleration
a. Types of Acceleration
4. Work and Energy
a. Force
b. Work
c. Energy
Topic 2 Forms and transformations of
energy
1. Forms of energy
a. Chemical Energy
b. Electrical Energy and
Magnetism
c. Nuclear and Solar Energy
d. Motion and Energy
e. Heat and Energy
f. Heat and Mechanical Energy
2. Potential Energy
a. Gravitational Potential
Energy
b. Elastic Potential Energy
c. Chemical Potential Energy
3. Kinetic Energy and Motion
4. Mechanical Energy
5. Energy Conversions
a. In Natural Systems
b. In Technological Systems
c. Nuclear and Solar Systems
Topic 3 Energy conversion,
thermodynamics and efficiency
1. Laws of Thermodynamics
a. Systems
b. The First Law of
Thermodynamics
c. The Second Law of
Thermodynamics
2. Development of Engine Technology
3. Useful Energy and Efficiency
4. Energy Applications

Unit Summary
In the Energy Flow in Technological Systems unit we will explore some fundamental principles
of energy. We will begin by exploring basic principles of movement, work and energy followed
by forms of energy and energy conversions and finally we will examine the laws of
thermodynamics and how innovation and invention of mechanical devices lead to the
development of these laws. As we explore the topic, we will have the opportunity to see some
of these principles in action as we complete several lab activities and even build our own heat
engines in order to apply some of the major concepts.
5

Unit Rationale
This content is being delivered in a linear fashion from basic concepts and
understandings and gradually develops and expands in scope to broader physical concepts
which incorporate those examined in the first part of the unit. This approach will allow students
to gain an understanding and grasp of very specific details before expanding the scope in order
to apply and relate these ideas to the bigger picture.
The activities at the beginning of the unit will begin to develop students understanding
and appreciation of basic physical principles as well as give them the opportunity to being
practicing some important skills such as data analysis and graphing by hand in order to apply
these skills with technology later on in the unit. Demonstrations through the beginning sections
of the unit will allow students to experience real-life physical properties and behaviours in a
tangible fashion. Unfortunately, running labs may be difficult to do with this particular class
because of the large size however if possible more will be incorporated. Towards the latter
parts of each section students will engage in higher-order thinking as more application and
analysis questions and tasks are posed. Towards the end of the unit, students will be given
more opportunity to guide their own learning as they become more confident with the
material.
The order of assessments in this unit essentially progresses from least complex with
fewer SLOs integrated to more complex with more SLOs being assessed. Formative
assessment will be completed daily in class as well as for homework with ongoing assignments
to assess student progress and see if any topics need to be re-taught and to gauge student
progress. These assignments will also serve as assessment as learning as students will be
practicing vital skills and applying key knowledge when completing the assignments. Quizzes
from each section will test both STS-K outcomes as well as a few of the skill outcomes and will
ensure students have the knowledge base to continue onto more challenging topics and begin
evaluating information they encounter. Towards the middle of the unit, students will have an
opportunity to apply knowledge and skills from the first two sections in the form of a complex
Lab and corresponding write-up which will test application of knowledge as well as some of the
data analysis and display skills. A research project as well as performance task towards the end
of the unit will allow students to critically assess and evaluate a modern-day situation critically;
constructing a heat engine with a corresponding write-up which will provide a meaningful and
challenging context for students to use learned skills and knowledge to create something of
their own.
6

Unit Assessment Plan
Unit Summative Assessment Plan (7-12)

Name: James Loach Grade/Subject: Science 10

Unit B: Energy Flow in Technological Systems

Learning
Outcomes
(GLOs/SLO #s)
Assessments
1. Quiz 1:
Basic
principles of
movement,
work and
energy.



2. Quiz 2:
Forms and
transformatio
ns of energy

3. Quiz 3:
Energy
conversion,
thermodyna
mics and
efficiency
4.Performance
Assessment -
Building a
Thermal
Engine
5. Unit Final
Exam
(Cover most of
material,
emphasis on big
ideas/minimally
assessed)
6. Lab
Mechanical
Energy and
the Pendulum
(pg 186)

7. Activity
Comparing
Energy
Content of
Fossil
Fuels and
other
energy
sources
used in
Alberta
8. Ongoing
homwork
assignment
s
Tot
al
Due Date March 19 March 26 April 12 April 16 / April
19
April 18 March 28 April 12 ONGOING
8% 8% 8% 23% 25% 12% 10% 6%
(PRIMARIL
Y
FORMATIV
E)
100
1. STS-K 1.1
Illustrate, by use of
x x x x x 5
7

examples from
natural and
technological
systems, that energy
exists in a variety of
forms (e.g.,
mechanical,
chemical, thermal,
nuclear, solar)
2. STS-K 1.2
Describe,
qualitatively, current
and past
technologies used to
transform energy
from one form to
another, and that
energy transfer
technologies
produce measurable
changes in motion,
shape or
temperature (e.g.,
hydroelectric and
coal-burning
generators, solar
heating panels,
windmills, fuel cells;
describe examples of
Aboriginal
applications of
thermodynamics in
x x x x 4
8

tool making, design
of structures and
heating)
3. STS-K 1.3 Identify
the processes of trial
and error that led to
the invention of the
engine, and relate
the principles of
thermodynamics to
the development of
more efficient
engine designs (e.g.,
the work of James
Watt; improved
valve designs in car
engines)
x x x 3
4. STS-K 1.4 Analyze
and illustrate how
the concept of
energy developed
from observation of
heat and mechanical
devices (e.g., the
investigations of
Rumford and Joule;
the development of
pre contact First
Nations and Inuit
technologies based
on an understanding
x x x 3
9

of thermal energy
and transfer)
5. STS-K 2.1 Describe
evidence for the
presence of energy;
i.e., observable
physical and
chemical changes,
and changes in
motion, shape or
temperature
x x x 3
6. STS-K 2.2 Define
kinetic energy as
energy due to
motion, and define
potential energy as
energy due to
relative position or
condition
x x x x x 5
7. STS-K 2.3 Describe
chemical energy as a
form of potential
energy (e.g., energy
stored in glucose,
adenosine
triphosphate [ATP],
gasoline)
x x x x x 5
8. STS-K 2.4 Define,
compare and
contrast scalar and
x x x x 4
10

vector quantities
9. STS-K 2.5 Describe
displacement and
velocity
quantitatively
x x x x 4
10. STS-K 2.6 Define
acceleration,
quantitatively, as a
change in velocity
during a time
interval:

x x x 3
11. STS-K 2.7 Explain
that, in the absence
of resistive forces,
motion at constant
speed requires no
energy input
x x x x x 5
12. STS-K 2.8 Recall,
from previous
studies, the
operational
definition for force
as a push or a pull,
and for work as
energy expended
when the speed of
an object is
x x x x 4
11

increased, or when
an object is moved
against the influence
of an opposing force
13. STS-K 2.9 Define
gravitational
potential energy as
the work against
gravity
x x x x 4
14. STS-K 2.10 Relate
gravitational
potential energy to
work done using Ep=
mgh and W= Fd and
show that a change
in energy is equal to
work done on a
system: =W
x x x 3
15. STS-K 2.11
Quantify kinetic
energy using Ek = 1/2
mv
2
and relate this
concept to energy
conservation in
transformations
(e.g., for an object
falling a distance h
from rest: mgh = Fd =
1/2 mv
2
)

x

x

x
x 4
12

16. STS-K 2.12 Derive
the SI unit of energy
and work, the joule,
from fundamental
units
x x x 3
17. STS-K 2.13
Investigate and
analyze one-
dimensional scalar
motion and work
done on an object or
system, using
algebraic and
graphical techniques
(e.g., the
relationships among
distance, time and
velocity; determining
the area under the
line in a force
distance graph)
x x x x 4
18. STS-K 3.1
Describe,
qualitatively and in
terms of
thermodynamic
laws, the energy
transformations
occurring in devices
and systems (e.g.,
automobile, bicycle

x

x

x

x

x

5
13

coming to a stop,
thermal power plant,
food chain,
refrigerator, heat
pump, permafrost
storage pits for food)
19. STS-K 3.2
Describe how the
first and second laws
of thermodynamics
have changed our
understanding of
energy conversions
(e.g., why heat
engines are not
100% efficient)
x x x x x 5
20. STS-K 3.3 Define,
operationally,
useful energy from
a technological
perspective, and
analyze the stages of
useful energy
transformations in
technological
systems (e.g.,
hydroelectric dam)
x x

x x 4
21. STS-K 3.4
Recognize that there
are limits to the
amount of useful
x x x x x 5
14

energy that can be
derived from the
conversion of
potential energy to
other forms in a
technological device
(e.g., when the
potential energy of
gasoline is converted
to kinetic energy in
an automobile
engine, some is also
converted to heat;
when electrical
energy is converted
to light energy in a
light bulb, some is
also converted to
heat)
22. STS-K 3.5 Explain,
quantitatively,
efficiency as a
measure of the
useful work
compared to the
total energy put into
an energy conversion
process or device
x x x x x 5
23. STS-K 3.6 Apply
concepts related to
efficiency of thermal
x x x 3
15

energy conversion to
analyze the design of
a thermal device
(e.g., heat pump,
high efficiency
furnace, automobile
engine)
24. STS-K 3.7
Compare the energy
content of fuels used
in thermal power
plants in Alberta, in
terms of costs,
benefits, efficiency
and sustainability
x x x 3
25. STS-K 3.8 Explain
the need for efficient
energy conversions
to protect our
environment and to
make judicious use
of natural resources
(e.g., advancement
in energy efficiency;
Aboriginal
perspectives on
taking care of
natural resources)
x x x 3
26. S 1.1 Design an
experiment,
identifying and
x 1
16

controlling major
variables (e.g.,
design an
experiment involving
a combustion
reaction to
demonstrate the
conversion of
chemical potential
energy to thermal
energy)
27. S 1.2 Formulate
operational
definitions of major
variables (e.g.,
predict or
hypothesize the
conversion of energy
from potential form
to kinetic form, in an
experiment using a
pendulum or free
fall)
x x 2
28. S 2.1 Carry out
procedures,
controlling the major
variables and
adapting or
extending
procedures (e.g.,
perform an
x x 2
17

experiment to
demonstrate the
equivalency of work
done on an object
and the resulting
kinetic energy;
design a device that
converts mechanical
energy into thermal
energy)
29. S 2.2 Compile
and organize data,
using appropriate
formats and data
treatments to
facilitate
interpretation of the
data (e.g., use a
computer-based
laboratory to
compile and organize
data from an
experiment to
demonstrate the
equivalency of work
done on an object
and the resulting
kinetic energy)
x x x 3
30. S 2.3 Use library
and electronic
research tools to
x x x 3
18

collect information
on a given topic
(e.g., compile
information on the
energy content of
fuels used in Alberta
power plants; trace
the flow of energy
from the Sun to the
lighting system in the
school, identifying
what changes are
taking place at each
stage of the process)
31. S 2.4 Select and
integrate
information from
various print and
electronic sources or
from several parts of
the same source
(e.g., create
electronic
documents,
containing multiple
links, on using
alternative energy
sources, such as wind
or solar, to generate
electricity in Alberta;
relate the
importance of the
x x x 3
19

development of
effective and
efficient engines to
the time of the
Industrial Revolution
and to present-day
first-world
economics)
32. S 3.1 Compile
and display evidence
and information, by
hand or using
technology, in a
variety of formats,
including diagrams,
flow charts, tables,
graphs and
scatterplots (e.g.,
plot distancetime,
velocitytime and
forcedistance
graphs; manipulate
and present data
through the selection
of appropriate tools,
such as scientific
instrumentation,
calculators,
databases or
spreadsheets)
x x x x 4
33. S 3.2 Identify x x x x x 5
20

limitations of data or
measurement (e.g.,
recognize that the
measure of the local
value of gravity
varies globally; use
significant digits
appropriately)
34. S 3.3 Interpret
patterns and trends
in data, and infer or
calculate linear and
nonlinear
relationships among
variables (e.g.,
interpret a graph of
changing kinetic and
potential energy
from a pendulum
during one-half of a
period of oscillation;
calculate the slope of
the line in a
distancetime graph;
analyze a simple
velocitytime graph
to describe
acceleration;
calculate the area
under the line in a
forcedistance
x x x x 4
21

graph)
35. S 3.4 Compare
theoretical and
empirical values and
account for
discrepancies (e.g.,
determine the
efficiency of thermal
energy conversion
systems)
x x x 3
36. S 3.5 State a
conclusion based on
experimental data,
and explain how
evidence gathered
supports or refutes
the initial hypothesis
(e.g., explain the
discrepancy between
the theoretical and
actual efficiency of a
thermal energy
conversion system)
x x 2
37. S 3.6 Construct
and test a prototype
of a device or
system, and
troubleshoot
problems as they
arise (e.g., design
and build an energy
x 1
22

conversion device)
38. S 3.7 Propose
alternative solutions
to a given practical
problem, identify the
potential strengths
and weaknesses of
each and select one
as the basis for a
plan (e.g., assess
whether coal or
natural gas should
be used to fuel
thermal power
plants in Alberta)
x 1
39. S 3.8 Evaluate a
personally designed
and constructed
device on the basis
of self-developed
criteria (e.g.,
evaluate an energy
conversion device
based on a modern
or traditional design)
x 1
40. S 4.1 Select and
use appropriate
numeric, symbolic,
graphical and
linguistic modes of
representation to
x x x x x 5
23

communicate ideas,
plans and results
(e.g., use appropriate
scientific [SI]
notation,
fundamental and
derived units; use
advanced menu
features within a
word processor to
accomplish a task
and to insert tables,
graphs, text and
graphics)
TOTAL 11 12 12 23 22 13 13 33

Instructions: Learning Outcomes Column* in each cell write the big idea plus the numbers of the relevant SLOs incorporated under that big idea (e.g.,
Relationships of microscope technology and cell theory. 10-C1.1k, 10-C1.2k, 10-C1.3k, 10-C2.2s, 10-C2.3s) Assessments Heading** write name of
assessment and weighting (e.g., Investigation 8-B Osmosis in a Model Plant 15%) Assessments Columns*** place a checkmark () or X to indicate which
outcomes are addressed by each assessment).

Additional ongoing formative assessments will include (at least two forms daily) Daily reflection and metacognition in the form of exit slips etc, opportunity for
focus groups during review periods, extensive questioning during lessons, use of a class set of whiteboards, Google Forms, homework review and collection.


24

Learning Outcomes
Outcomes for Science, Technology and Society (STS) and Knowledge

Students will:
GLO
STS-K 1. Analyze and illustrate how technologies based on thermodynamic principles were
developed before the laws of thermodynamics were formulated

SLO
STS-K 1.1 Illustrate, by use of examples from natural and technological systems, that energy
exists in a variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)
STS-K 1.2 Describe, qualitatively, current and past technologies used to transform energy from
one form to another, and that energy transfer technologies produce measurable changes in
motion, shape or temperature (e.g., hydroelectric and coal-burning generators, solar heating
panels, windmills, fuel cells; describe examples of Aboriginal applications of thermodynamics in
tool making, design of structures and heating)
STS-K 1.3 Identify the processes of trial and error that led to the invention of the engine, and
relate the principles of thermodynamics to the development of more efficient engine designs
(e.g., the work of James Watt; improved valve designs in car engines)
STS-K 1.4 Analyze and illustrate how the concept of energy developed from observation of heat
and mechanical devices (e.g., the investigations of Rumford and Joule; the development of pre
contact First Nations and Inuit technologies based on an understanding of thermal energy and
transfer)

GLO
STS-K 2. Explain and apply concepts used in theoretical and practical measures of energy in
mechanical systems

SLO
STS-K 2.1 Describe evidence for the presence of energy; i.e., observable physical and chemical
changes, and changes in motion, shape or temperature
STS-K 2.2 Define kinetic energy as energy due to motion, and define potential energy as energy
due to relative position or condition
STS-K 2.3 Describe chemical energy as a form of potential energy (e.g., energy stored in glucose,
adenosine triphosphate [ATP], gasoline)
STS-K 2.4 Define, compare and contrast scalar and vector quantities
STS-K 2.5 Describe displacement and velocity quantitatively
STS-K 2.6 Define acceleration, quantitatively, as a change in velocity during a time interval:



25

STS-K 2.7 Explain that, in the absence of resistive forces, motion at constant speed requires no
energy input
STS-K 2.8 Recall, from previous studies, the operational definition for force as a push or a pull,
and for work as energy expended when the speed of an object is increased, or when an object
is moved against the influence of an opposing force
STS-K 2.9 Define gravitational potential energy as the work against gravity
STS-K 2.10 Relate gravitational potential energy to work done using Ep= mgh and W= Fd and
show that a change in energy is equal to work done on a system: =W
STS-K 2.11 Quantify kinetic energy using Ek = 1/2 mv
2
and relate this concept to energy
conservation in transformations (e.g., for an object falling a distance h from rest: mgh = Fd =
1/2 mv
2
)
STS-K 2.12 Derive the SI unit of energy and work, the joule, from fundamental units
STS-K 2.13 Investigate and analyze one-dimensional scalar motion and work done on an object
or system, using algebraic and graphical techniques (e.g., the relationships among distance,
time and velocity; determining the area under the line in a forcedistance graph)

GLO
STS-K 3. Apply the principles of energy conservation and thermodynamics to investigate,
describe and predict efficiency of energy transformation in technological systems

SLO
STS-K 3.1 Describe, qualitatively and in terms of thermodynamic laws, the energy
transformations occurring in devices and systems (e.g., automobile, bicycle coming to a stop,
thermal power plant, food chain, refrigerator, heat pump, permafrost storage pits for food)
STS-K 3.2 Describe how the first and second laws of thermodynamics have changed our
understanding of energy conversions (e.g., why heat engines are not 100% efficient)
STS-K 3.3 Define, operationally, useful energy from a technological perspective, and analyze
the stages of useful energy transformations in technological systems (e.g., hydroelectric dam)
STS-K 3.4 Recognize that there are limits to the amount of useful energy that can be derived
from the conversion of potential energy to other forms in a technological device (e.g., when the
potential energy of gasoline is converted to kinetic energy in an automobile engine, some is also
converted to heat; when electrical energy is converted to light energy in a light bulb, some is
also converted to heat)
STS-K 3.5 Explain, quantitatively, efficiency as a measure of the useful work compared to the
total energy put into an energy conversion process or device
STS-K 3.6 Apply concepts related to efficiency of thermal energy conversion to analyze the
design of a thermal device (e.g., heat pump, high efficiency furnace, automobile engine)
STS-K 3.7 Compare the energy content of fuels used in thermal power plants in Alberta, in
terms of costs, benefits, efficiency and sustainability
STS-K 3.8 Explain the need for efficient energy conversions to protect our environment and to
make judicious use of natural resources (e.g., advancement in energy efficiency; Aboriginal
perspectives on taking care of natural resources)

Skill Outcomes (focus on problem solving)
26


Initiating and Planning

Students will:
GLO
S 1. Ask questions about observed relationships, and plan investigations of questions, ideas,
problems and issues

SLO
S 1.1 Design an experiment, identifying and controlling major variables (e.g., design an
experiment involving a combustion reaction to demonstrate the conversion of chemical
potential energy to thermal energy)
S 1.2 Formulate operational definitions of major variables (e.g., predict or hypothesize the
conversion of energy from potential form to kinetic form, in an experiment using a pendulum or
free fall)

Performing and Recording

Students will:
GLO
S 2. Conduct investigations into relationships between and among observable variables, and
use a broad range of tools and techniques to gather and record data and information

SLO
S 2.1 Carry out procedures, controlling the major variables and adapting or extending
procedures (e.g., perform an experiment to demonstrate the equivalency of work done on an
object and the resulting kinetic energy; design a device that converts mechanical energy into
thermal energy)
S 2.2 Compile and organize data, using appropriate formats and data treatments to facilitate
interpretation of the data (e.g., use a computer-based laboratory to compile and organize data
from an experiment to demonstrate the equivalency of work done on an object and the resulting
kinetic energy)
S 2.3 Use library and electronic research tools to collect information on a given topic (e.g.,
compile information on the energy content of fuels used in Alberta power plants; trace the flow
of energy from the Sun to the lighting system in the school, identifying what changes are taking
place at each stage of the process)
S 2.4 Select and integrate information from various print and electronic sources or from several
parts of the same source (e.g., create electronic documents, containing multiple links, on using
alternative energy sources, such as wind or solar, to generate electricity in Alberta; relate the
importance of the development of effective and efficient engines to the time of the Industrial
Revolution and to present-day first-world economics)


Analyzing and Interpreting
27


Students will:
GLO
S 3. Analyze data and apply mathematical and conceptual models to develop and assess
possible solutions

SLO
S 3.1 Compile and display evidence and information, by hand or using technology, in a variety of
formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., plot distance
time, velocitytime and forcedistance graphs; manipulate and present data through the
selection of appropriate tools, such as scientific instrumentation, calculators, databases or
spreadsheets)
S 3.2 Identify limitations of data or measurement (e.g., recognize that the measure of the local
value of gravity varies globally; use significant digits appropriately)
S 3.3 Interpret patterns and trends in data, and infer or calculate linear and nonlinear
relationships among variables (e.g., interpret a graph of changing kinetic and potential energy
from a pendulum during one-half of a period of oscillation; calculate the slope of the line in a
distancetime graph; analyze a simple velocitytime graph to describe acceleration; calculate
the area under the line in a forcedistance graph)
S 3.4 Compare theoretical and empirical values and account for discrepancies (e.g., determine
the efficiency of thermal energy conversion systems)
S 3.5 State a conclusion based on experimental data, and explain how evidence gathered
supports or refutes the initial hypothesis (e.g., explain the discrepancy between the theoretical
and actual efficiency of a thermal energy conversion system)
S 3.6 Construct and test a prototype of a device or system, and troubleshoot problems as they
arise (e.g., design and build an energy conversion device)
S 3.7 Propose alternative solutions to a given practical problem, identify the potential strengths
and weaknesses of each and select one as the basis for a plan (e.g., assess whether coal or
natural gas should be used to fuel thermal power plants in Alberta)
S 3.8 Evaluate a personally designed and constructed device on the basis of self-developed
criteria (e.g., evaluate an energy conversion device based on a modern or traditional design)

Communication and Teamwork

Students will:
GLO
S 4. Work as members of a team in addressing problems, and apply the skills and conventions
of science in communicating information and ideas and in assessing results

SLO
S 4.1 Select and use appropriate numeric, symbolic, graphical and linguistic modes of
representation to communicate ideas, plans and results (e.g., use appropriate scientific [SI]
notation, fundamental and derived units; use advanced menu features within a word processor
to accomplish a task and to insert tables, graphs, text and graphics)
28

S 4.2 Work cooperatively with team members to develop and carry out a plan and to
troubleshoot problems as they arise (e.g., develop a plan to build an energy conversion device,
seek feedback, test and review the plan, make revisions, and implement the plan)


Attitude Outcomes

Interest in Science

Students will be encouraged to:
GLO
A 1. Show interest in science-related questions and issues, and pursue personal interests and
career possibilities within science-related fields (e.g., apply concepts learned in the classroom to
everyday phenomena related to energy; show interest in a broad scope of science-related fields
in which energy plays a significant role)

Mutual Respect

Students will be encouraged to:
GLO
A 2. Appreciate that scientific understanding evolves from the interaction of ideas involving
people with different views and backgrounds (e.g., appreciate Aboriginal technologies of the
past and present that use locally-available materials and apply scientific principles; recognize
that science and technology develop in response to global concerns, as well as to local needs)

Scientific Inquiry

Students will be encouraged to:
GLO
A 3. Seek and apply evidence when evaluating alternative approaches to investigations,
problems and issues (e.g., assess problem using a variety of criteria; respect alternative
solutions; honestly evaluate limitations of their designs; be persistent in finding the best possible
answer or solution to a question or problem)

Collaboration

Students will be encouraged to:
GLO
A 4. Work collaboratively in carrying out investigations and in generating and evaluating ideas
(e.g., select a variety of strategies, such as group brainstorming, active listening, paraphrasing
and
questioning, to find the best possible solution to a problem; work as a team member when
assigning
and performing tasks; accept responsibility for problems that arise)
29


Stewardship

Students will be encouraged to:
GLO
A 5. Demonstrate sensitivity and responsibility in pursuing a balance between the needs of
humans and a
sustainable environment (e.g., recognize that their choices and actions, and the choices and
actions that technologists make, can have an impact on others and on the environment)

Safety

Students will be encouraged to:
GLO
A 6. Show concern for safety in planning, carrying out and reviewing activities (e.g.,
demonstrate concern for self and others in planning and carrying out experimental activities
and the design of devices; select safe methods for collecting evidence and solving problems)



























30

Monthly & Daily Outlines

MARCH
Monday Tuesday Wednesday Thursday Friday
/ / / 7

8
Introductions,
Learner Profile,
Expectations;
Introduce
Assignment and
Performance
task
11 - B1.1 Motion 12 B1.2
Velocity
13 B1.3
Acceleration
14 B1.4 Work
and Energy
15 PD DAY
18 - B2.1 Forms
of Energy

19 Ch. 1
Review;
B2.2 Potential
Energy

20 Sec. 1 Quiz;
B2.3 Kinetic
Energy
21 B2.4
Mechanical
Energy
22 B2.5 Energy
Conversions
25 - Lab -
Mechanical
Energy and the
Pendulum; Ch. 2
Review
26 Lab
Mechanical
Energy and the
Pendulum
27 Sec. 2 Quiz;
B3.1 Laws of
Thermodynamics
28 B3.1 Laws of
Thermodynamics
cont.; B3.2 The
Development of
Engine
Technology
29 NO SCHOOL

APRIL
1 NO SCHOOL 2 NO SCHOOL 3 NO SCHOOL 4 NO SCHOOL 5 NO SCHOOL
8 - B3.2 The
Development of
Engine
Technology
cont.; Introduce
Performance
Task; Lab DUE
9 - B3.3 Useful
Energy and
Efficiency;
Introduce
Comparing
Energies activity
10 B3.4 Energy
Applications;
Comparing
Energies activity
11 Comparing
Energies activity;
Sec. 3 r eview
12 Sec. 3
review;
Performance
Task; Energy
Applications
15 Ch. 3 Quiz;
Performance
Task; Energy
Applications
16
Performance
Task; Energy
Applications DUE
17 - Performance
Task DUE &
PRESENT
18 Section
Review
19 LAST DAY OF
UNIT
UNIT EXAM
22 23 24 25 26



31

Lesson
Number
Date SLO Main Concept Learning
Activity/Teaching
Strategy Not
included: daily review
of homework (check
and reflects or labs);
questioning
Assessments Materials Addison
Wesley Science 10
reqd for all lessons;
whiteboard;
SMARTboard
1 March 8 NONE Introductions and
Get to Know You
Introduction PP
Interests inventory
Learner profile
-Learner interests
-Learner profile
-Learner interests
survey
-Learner profile
2 March
11
STS-K 2.13; S
2.2; S 3.1; S
3.3
Motion Direct instruction
Discussion
Small group work
-Observation
-Submission of
example problems (as a
group)
-Check and reflect pg
135 individually

3 March
12
STS-K 2.4;
STS-K 2.5;
STS-K 2.13; S
3.1; S 3.2; S
3.3
Velocity Direct instruction
Small group work
-Observation
-Submission of
example problems (as a
group)
-Check and reflect pg
145

4 March
13
STS-K 2.6;
STS-K 2.13; S
3.1; S 3.2; S
3.3
Acceleration Direct instruction
Small group work
-Observation
-Submission of
example problems (as a
group)
-Check and reflect pg
154

5 March
14
STS-K 2.7;
STS-K 2.8;
STS-K 2.12;
Work and Energy Demonstration
Direct instruction

-Observation
-Submission of
example problems
-Heavy objects
32

-Check and reflect pg
161
-Self-reflection on
chapter
-Section review pg 162
6 March
18
STS-K 1.1;
STS-K 1.4;
STS-K 2.3;
Forms of Energy Video
Tangible examples
Demonstration
Direct instruction
-Observation
-Check and reflect pg
172

-Candle & matches
-Batteries
-Magnets
-Solar cell
-Ball
-http://bit.ly/15kghl

7 March
19
STS-K 1.1;
STS-K 2.1;
STS-K 2.2;
STS-K 2.3;
STS-K 2.9;
STS-K 2.12
Sec. 1 review;
Potential Energy
Direct instruction
Demonstration
-Observation
-Submission of
example problems
-Check and reflect pg
178
-Ball
-Slingshot
-Exothermic reaction
(preferably violent, ie
burn a magnesium
strip)
8 March
20
STS-K 2.1;
STS-K 2.2;
STS-K 2.10;
STS-K 2.11;
STS-K 2.12;
STS-K 2.13; S
3.2; S 4.1
Sec. 1 quiz;
Kinetic Energy
Direct instruction
Demonstration
Video
-Sec. 1 quiz
-Observation
-Submission of
example problems
-Check and reflect pg.
182
-Quiz
-Toy car
-Ball
-Slingshot
-http://bit.ly/LLsLLx
9 March
21
STS-K 1.1;
STS-K 2.1;
STS-K 2.9;
STS-K 2.10;
STS-K 2.11;
STS-K 2.13
Mechanical Energy Direct instruction
Video
Demonstration
-Observation
-Submission of
example problems
-Check and reflect pg
188
-Ball
-Slingshot
-
http://bit.ly/VRVNNQ

33

10 March
22
STS-K 1.1;
STS-K 2.1;
STS-K 2.2;
STS-K 2.3
Energy Conversions Direct instruction
Video
Small group work
Demonstration
-Observation
-Check and reflect pg
195

-http://bit.ly/zhnun3
-Hand-crank
flashlight
11 March
25
STS-K 2.2;
STS-K 2.4;
STS-K 2.5;
STS-K 2.7;
STS-K 2.8;
STS-K 2.9; S
1.2; S 2.1; S
2.2; S 3.1; S
3.2; S 3.3; S
4.1
Sec. 1 review; Lab
Mechanical Energy
and the Pendulum
Direct instruction
Lab
Small group work
-Observation
-Section review pg 196
-Lab write-up
-String
-Ball or ball bearing
-Retort stand and
clamp
-Meter stick
-Protractor
-Stopwatch
-Balance
-Masking tape
-Computers w/ Excel
-Screencast Excel
demo
12 March
26
STS-K 2.2;
STS-K 2.4;
STS-K 2.5;
STS-K 2.7;
STS-K 2.8;
STS-K 2.9; S
1.2; S 2.1; S
2.2; S 3.1; S
3.2; S 3.3; S
4.1
Lab Mechanical
Energy and the
Pendulum
Screencast
Lab
Small group work
Direct instruction
-Observation
-Lab write-up
-Checklist
-Computers w/ Excel
-Screencast Excel
demo
-Lab completion
checklist
13 March
27
STS-K 3.1;
STS-K 3.2;
STS-K 3.4;
Sec. 2 quiz
Laws of
Thermodynamics
Direct instruction
Demonstration
Small group work
-Sec. 2 quiz
-Observation
-Check and reflect pg
205

-Sec. 2 QUIZ
-Mini-fridge
-Candle
-Torch
-Ice block
34

-Metal rod
14 March
28
STS-K 1.2;
STS-K 1.3;
STS-K 3.1;
STS-K 3.2;
STS-K 3.4;
Laws of
Thermodynamics;
The Development
of Engine
Technology
Graphic organizer
Direct instruction
-Observation
-Check and reflect pg
214
-Submission of graphic
organizer
-Graphic organizer
15 April 8 STS-K 1.2;
STS-K 1.3;
The Development
of Engine
Technology;
Introduce
Performance task
Direct instruction
Demonstration
Graphic organizer
Small group work
-Observation
-Check and reflect pg
214
-Submission of graphic
organizer
-Exit slip
-Heat engine
-Graphic organizer
16 April 9 STS-K 3.1;
STS-K 3.3;
STS-K 3.4;
STS-K 3.5;
STS-K 3.6;
STS-K 3.7;
Useful Energy and
Efficiency;
Introduce
Comparing Energy
activity
Direct instruction
Demonstration
Video
Small group work
-Observation
-Submission of
example problems
-Check and reflect pg
220
http://bit.ly/13splGc
http://bit.ly/XqamHP
-Candle vs flashlight
for light
17 April 10 STS-K 1.2;
STS-K 3.1;
STS-K 3.3;
STS-K 3.7;
STS-K 3.8;
Energy Applications;
Comparing Energy
activity
Direct instruction
Small group work
Video
-Observation
-Check and reflect pg
227
-Exit slip question
about progress of
activity
- http://bit.ly/NmiS5t
18 April 11 (Activity)STS-
K 1.1; STS-K
1.2; STS-K
2.3; STS-K
3.1; STS-K
3.2; STS-K
3.3; STS-
Comparing Energy
activity; Sec. 3
review
Direct instruction
Small group work
-Observation
-Section review pg 228
-Learning inventory for
unit
-Computers
35

K3.4; STS-K
3.5; STS-K
3.7; STS-K
3.8; S 2.3; S
2.4; S 3.7
19 April 12 (Perf. Task)
STS-K 1.1,
1.2, 2.1, 2.2,
2.3, 2.7, 2.8,
2.11, 3.1,
3.2, 3.4, 3.5,
3.6, S 1.1,
1.2, 1.3, 2.3,
2.4, 3.4, 3.5,
3.6, 3.8, 4.1
Sec. 3 review;
Performance task;
Comparing Energy
activity
Direct instruction
Demonstration
Discussion
Small group

-Observation
-Section review pg 228
-Progress report for
assns
-Computers
-Heat engine
-
http://bit.ly/13sps4o
20 April 15 CONT. Sec. 3 quiz;
Comparing Energy
activity cont.;
Performance task
cont.
Small group -Observation
-Exit slip on required
assistance with
projects
-Sec 3 QUIZ
21 April 16 CONT. Comparing Energy
activity DUE;
Performance task
cont.
Small group -Observation
-Comparing Energy
activity DUE
-Unit learning
reflection

22 April 17 CONT. Performance task
DUE & PRESENTED;
Unit review
Presentations -Observation
-Unit review pg 233

23 April 18 ALL Unit review Direct instruction
Small group
-Observation
-Focus groups
-Unit review pg 233

36

24 April 19 ALL UNIT EXAM UNIT EXAM UNIT EXAM














37

Resources

Lacy, D., Sander, L., Schaeffer, H., Sosnowski, C., McDougall, M. (2004) Science 10. Toronto.
Pearson Education.

Nuclear Bomb. Retrieved February 28, 2013 from Youtube http://bit.ly/15kghl

Car Crash Force. Retrieved February 28, 2013 from Youtube http://bit.ly/LLsLLx

Worlds Largest Conventional Bomb. Retrieved February 28, 2013 from Youtube
http://bit.ly/VRVNNQ

Electricity 101: Electricity Generation. Retrieved February 28, 2013 from Youtube
http://bit.ly/zhnun3

Chemistry and Energy: Efficient Buildings. Retrieved February 28, 2013 from Youtube
http://bit.ly/13splGc

Energy Efficiency in 90 Seconds. Retrieved February 28, 2031 from Youtube
http://bit.ly/XqamHP
Stop Motion Film: Renewable vs NonRenewable Energy Sources. Retrieved February 28, 2013
from Youtube http://bit.ly/NmiS5t
Google Search Keyword Heat Engine Retrieved February 28, 2013 from Google
http://bit.ly/13sps4o