At the end of this lessons, students should be able to:
Introductory Class Discussion
What does the term work mean to you? What does it mean to be powerful? You might think of household chores; a job in an office, in a supermarket, at a hospital, or the homework you do after school as being work. But, Science has its own specific definition for work. Work is done when a force causes an object to move in the same direction that the force is applied. So when you walk up a flight of stairs work is being done. Now imagine that two people are up the same number of stairs. They both do the same amount of work. However the amount of power they use depends on how long it took to do the work going up those stairs. Scientifically, Power is how quickly work is done. The person who walked up the stairs in less time it is considered more powerful.
Today you will be doing an activity that involves both work and power. The problem you will have to investigate is "How much work and power is required to lift up an object?"
Remember, you will need to utilize the scientific method of study in order to solve this problem.
Here’s a video to get us started: "I Got the Power."
Activity: Lifting up a 1kg mass to a height of 1 meter
In addition, the following are provided to assist the teacher in doing this lesson:
Note: This lesson includes an instructional video ("The Lesson") to assist teachers in doing this lesson.
Estimated time requires: 40 to 45 minutes
This activity involves grouping your students. I like to use groups of four. Each student has a role in the group.
Student #1: Materials manager: When asked by your teacher, retrieve materials. At the end of your discovery session, you and your colleagues must clean up area completely. Dispose of materials properly.
Student #2: Recorder:Completely, accurately and neatly write down all necessary information. Use tables, lists, diagrams and so on. To record the group's explanation of circumstances.
Student #3: Manager: Be sure everyone knows exactly what they are doing. Gently remind people to stay on task and contribute productively. Take lead role in safety. Be an encourager to be sure everyone shares their good ideas.
Student #4: Reporter: You are in charge of clearly communicating your group's results, orally and in writing back to the entire class.
Steps in solving the problem
The following are extensions that involve more design based and engineering type lessons to my scientific and mathematical based lesson.
Design and Engineering Extension
Questions: make up six questions involving work, power and simple machines. Divide the questions into beginning learners, intermediate learners and advanced learners.
Brainstorming: Lead the class into a discussion about what the terms work and power mean. How do they know they are doing work? What does it mean to have power?
Class Discussion: Have students present their results with members of other group in a share out.
Answer the following questions from the
Data Sheet (pdf) when determining your final conclusion to this activity:
Have the students post their results on post-its at the front of the room. Share out the results of the activity. Have the students compare their results.
Use the Rubric (pdf) provided to grade the student progress.
Exit card questions: Students should be able to answer exiting questions involving work and power that you have created with the things that they should be able to know from this activity. Students should be able to solve problems involving both concepts.
The following are some web sites I found that may assist you with this topic:
The following websites were used in the creation of the video sections:
Anthony Spierto in creating the materials for this lesson and Antonio Spierto for helping with the demonstration in the video segment on lifting up the kilogram mass.
April 27, 2011 - 8:14pm
NY, New York, United States
February 3, 2013 - 9:44pm
February 3, 2013 - 9:51pm
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