Newton's Second Law with Groups
Lesson 8 of 10
Objective: Students, in a variety of groups, will be able to use the Newton's second law equation to solve problems.
The goal of this lesson is to finish up with Newton's second law (HS-PS2-1) and make sure that students can use it in any situation. Students will use the model we created for Newton's second law (SP2) to solve problems using computational thinking (SP5) and communicate that information via whiteboards (SP8).
To start out the lesson, I have students take out their work from the Free Body Diagram and Net Force WS #2 they completed in the previous lesson. Then I have students choose which problem their group wants to whiteboard by putting a list on the board of the problem numbers and having them come and sign up for a problem with their table numbers.
After groups have chosen their problems, I ask students to complete their whiteboards to show all of the work for their problem. After about 5-7 minutes of work time, I have students prepare for a carousel whiteboard session by setting up their whiteboards on the tables in a circle at the back of my classroom.
When all groups have put their problems in the back, I give students about 2 minutes to look at each problem before moving on. They take their copy of the worksheet with their answers on it to check with the whiteboards as they move to each table. As they move to each board, I ask students to put a star by any problem they have a question about or write that question down.
When students have gone around the entire circle of problems I ask them to return to their seats and I see if there are any questions that any student has about the problems. If there are questions I request that students pose them to the class for one of the students to answer (particularly the students who made the board) and then I help answer questions as needed. If there are no other questions, we move onto the next activity.
After the whiteboard session, I ask students to work with random partners that they get using puzzle cards that I hand out. The puzzle cards are pictures that I have cut in half. In order for students to find their partner, they must look for the person who has a picture to complete their puzzle. Once they have found their partner, I ask students to find a table and sit next to their partner.
To complete the Rally Coach Newton's 2nd Law activity, each partner writes his or her name on the top of one column and completes the problems in that column. When that student finishes, the other partner checks his or her work to make sure that they agree before they switch roles on the next column. I do this activity toward the end of the unit because students should have enough experience with the material that it should be quick and holds students accountable to each other since they both will receive the same grade. Here is an example of a students' work for the Rally Coach activity.
After students have had time to ask questions and practice, I have students work individually on the End of Discussion Checkpoint #3. The checkpoint asks them to solve an elevator problem. This is their last checkpoint before the test so I want to see what students can do before the unit test on Newton's second law. It also is a way for students to get some more practice in before they take their summative exam. Students work on the checkpoint is shown here (Elevator EOD).
When all students are finished with the checkpoint, I let students choose a partner to work with for the rest of the period. I have students pick up the Force and Acceleration Review Sheet for the test that students will take in two days and give them the rest of the time to work on the review sheet with their partner. I have students start the review sheet now since they so that they have a few days to start synthesizing all of the information by completing these problems that range from basic to difficult. To end class, I tell students to work on the review sheet for homework and come in for help if they have questions.