F-FI.2 Evaluate A Function
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F.IF.2 LESSON
mathematical practice: MACC.K12.MP.4.1
http://www.cpalms.org/Public/Previewidea/Preview/1528
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/30268
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/30268
f.fi.2_how_high_is_that_2nd_floor_railing_teacher.docx | |
File Size: | 17 kb |
File Type: | docx |
f.fi.2_how_high_is_that_railing_prelab_wkst.doc | |
File Size: | 29 kb |
File Type: | doc |
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to:
Guiding Questions: What are the guiding questions for this lesson?
Prior Knowledge: What prior knowledge should students have for this lesson?
Introduction: How will the teacher introduce the lesson to the students?
The teacher shows the students 2 different objects (of different mass), and asks students which object they think will hit the ground first when dropped from the same height. The teacher will then drop the two objects and discuss with students why they both hit the ground at the same time.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be used to answer the question(s)?
Analyze: How will students organize and interpret the data collected during the investigation?
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
ASSESSMENT
ACCOMMODATIONS & RECOMMENDATIONS
Extensions:There are several extensions for this activity.
1. Instead of students trying to determine the height of the railing, the teacher could give the students the actual height and have students determine a value for g.
2. Students could calculate their percent error after the activity if the teacher provides them with the actual height of the railing.
3. Advanced classes could repeat the activity after a lesson on air resistance and take this force into account when determining the height.
Suggested Technology: Basic Calculators
Special Materials Needed:
Further Recommendations:
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to:
- Calculate the height of the 2nd floor railing by using freefall equations
- Construct position vs time and velocity vs time motion graphs for an object in freefall
- Calculate kinetic and potential energy
- Understand the transformation of potential to kinetic energy for an object in freefall and confirm conservation of energy
Guiding Questions: What are the guiding questions for this lesson?
- What is the only force acting on an object in freefall (ignoring air resistance)?
- What is the value of the acceleration of an object in freefall? 9.8 m/s2
- Looking at the equations for freefall, does the mass of the object affect how fast or how far the object falls? No, mass is not contained in any of the equations
Prior Knowledge: What prior knowledge should students have for this lesson?
- Students should have had notes on freefall and associated equations for objects dropped from rest.
- Constant acceleration equations
- Conservation of Energy
Introduction: How will the teacher introduce the lesson to the students?
The teacher shows the students 2 different objects (of different mass), and asks students which object they think will hit the ground first when dropped from the same height. The teacher will then drop the two objects and discuss with students why they both hit the ground at the same time.
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be used to answer the question(s)?
- Students will be determining the height of the second story railing by dropping objects, timing how long they take to hit the ground, and using freefall equations.
Analyze: How will students organize and interpret the data collected during the investigation?
- Students will receive a lab sheet with written instructions. They will complete a data table, use equations to determine distance and velocity, and plot position vs time and velocity vs time graphs (attached)
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
- Groups will compare their computed values for the height of the railing, and we will discuss why, even though each group dropped different objects, their height values were all fairly consistent.
- This could lead into a discussion/lesson on the effects of air resistance and how that would change the values we found in this activity.
ASSESSMENT
- Formative Assessment:
Worksheet to assess prior knowledge (Attached) on freefall and motion graphs - Feedback to Students:
Feedback will be given to students during the activity. Teacher will circulate among groups to ensure students are collecting the correct data and to be available for any questions concerning the activity. - Summative Assessment:
The summative assessment will be the lab/questions (Attached). Although the activity will be performed in groups, each student is responsible for his/her own data sheet.
ACCOMMODATIONS & RECOMMENDATIONS
- Accommodations:ESOL/ESE students would be provided with equations used for constant acceleration.
- Variables will be defined and equations provided for each variable for which the student may be solving.
- Since students will be working in peer groups, other group members will be able to aid special needs students with collecting data and graphing.
Extensions:There are several extensions for this activity.
1. Instead of students trying to determine the height of the railing, the teacher could give the students the actual height and have students determine a value for g.
2. Students could calculate their percent error after the activity if the teacher provides them with the actual height of the railing.
3. Advanced classes could repeat the activity after a lesson on air resistance and take this force into account when determining the height.
Suggested Technology: Basic Calculators
Special Materials Needed:
- Students will need objects to drop. Some suggestions include plastic ball, tennis ball, or plastic toy figures. Safety, damage concerns, and the drop height may drive the choice of objects used. Some objects may bounce with trajectories that could lead to damage of surrounding objects.
- Stop watches will be needed for accurate time keeping.
- Hazard cones or tape may be used to mark the drop-zone so others are aware of the potential for falling objects.
Further Recommendations:
- There are no special preparations needed for this activity and it can be completed within one standard class period. Extended discussion may push this activity into two class periods.