In this video David explains the concepts in Work and Energy and does an example problem for each concept. Link for document: https://www.dropbox.com/s/t1w6xlnkozzel17/Energy%20review.pdf?dl=0. Created by David SantoPietro.
In this lesson, students learn about work as defined by physical science and see that work is made easier through the use of simple machines. Already encountering simple machines everyday, students will be alerted to their widespread uses in everyday life. This lesson serves as the starting point for the Simple Machines Unit.
What happens when the ground under your feet is ice and it's moving? This video segment adapted from NOVA features some of the dangers faced by scientists conducting research in Antarctica.
In this activity, students will be practicing the home vocabulary with a special focus on how they would use the verbs, استطيع، اعود. They will be having a small discussion with each other asking and answering questions.Can-Do Statements:I recognize most of the “Home” vocabulary to describe my home.I can use both verbs اسْتَطَاعَ، عَادَ conjugated with subject pronouns.I can talk about my favorite spot at my home.
In this activity, students will practice talking about their family members, their ages, and what they do. they will also ask questions about family, and talk about their favorite place at home.Can-Do Statements:I can talk about the number of family members and their ages.I can ask others about their family members.I can talk about my favorite place at home and my family's.I can talk about what each of my family members does/work.
In this activity, students will practice the names of the jobs in Arabic, they will practice writing a full sentence describing what a character work. they will also talk about what they want to be in the future, and ask people about their jobs.Can-Do Statements:I can recognize most of the jobs in Arabic.I can say/write a full sentence in Arabic saying what I or someone works.I can talk about what I want to be in the future.I can ask someone about his/her job.
In this Activity, students will practice asking and answering interview questions. They will also practice using vocabulary surrounding careers and the workplace and speaking about hypothetical situations.Can-Do Statements:I can discuss my career and discuss if I like it or not.I can answer interview questions and speak about my answer.I can talk about my strength and weakness.
In this activity, students will practice asking and answering interview questions. They will also practice using vocabulary surrounding careers and the workplace and speaking about hypothetical situations.Can-Do Statements:I can discuss my career and discuss if I like it or not.I can answer interview questions and speak about my answer.I can talk about my strength and weakness.
Students learn how forces are used in the creation of art. They come to understand that it is not just bridge and airplane designers who are concerned about how forces interact with objects, but artists as well. As "paper engineers," students create their own mobiles and pop-up books, and identify and use the forces (air currents, gravity, hand movement) acting upon them.
Experiment with a helium balloon, a hot air balloon, or a rigid sphere filled with different gases. Discover what makes some balloons float and others sink.
In this two-part activity, students design and build Rube Goldberg machines. This open-ended challenge employs the engineering design process and may have a pre-determined purpose, such as rolling a marble into a cup from a distance, or let students decide the purposes.
This course will explore the relation of women and men in both pre-industrial and modern societies to the changing map of public and private (household) work spaces, examining how that map affected their opportunities for both productive activity and the consumption of goods and leisure. The reproductive strategies of women, either in conjunction with or in opposition to their families, will be the third major theme of the course. We will consider how a place and an ideal of the "domestic" arose in the early modern west, to what extent it was effective in limiting the economic position of women, and how it has been challenged, and with what success, in the post-industrial period. Finally, we will consider some of the policy implications for contemporary societies as they respond to changes in the composition of the paid work force, as well as to radical changes in their national demographic profiles. Although most of the material for the course will focus on western Europe since the Middle Ages and on the United States, we will also consider how these issues have played themselves out in non-western cultures.
Demos and activities in this lesson are intended to illustrate the basic concepts of energy science -- work, force, energy, power etc. and the relationships among them. The "lecture" portion of the lesson includes many demonstrations to keep students engaged, yet has high expectations for the students to perform energy related calculations and convert units as required. A homework assignment and quiz are used to reinforce and assess these basic engineering science concepts.
Learn about conservation of energy with a skater dude! Build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. You can also take the skater to different planets or even space!
Learn about conservation of energy with a skater dude! Build tracks, ramps and jumps for the skater and view the kinetic energy, potential energy and friction as he moves. You can also take the skater to different planets or even space!
Students will: Predict the kinetic and potential energy of objects Design a skate park Examine how kinetic and potential energy interact with each other
This lesson covers concepts of energy and energy transfer utilizing energy transfer in musical instruments as an example. More specifically, the lesson explains the two different ways in which energy can be transferred between a system and its environment. The law of conservation of energy will also be taught. Example systems will be presented to students (two cars on a track and a tennis ball falling to the ground) and students will be asked to make predictions and explain the energy transfer mechanisms. The engineering focus comes in clearly in the associated activity when students are asked to apply the fundamental concepts of the lesson to design a musical instrument. The systems analyzed in the lesson should help a great deal in terms of discussing how to apply conservation of energy and energy transfer to make things.
Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines the wedge, wheel and axle, lever, inclined plane, screw, and pulley in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today. In two hands-on activities, students begin their own pyramid design by performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.
ACCOMPLISHMENTS
Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.