## Loading...

# Unit 6 Energy Test

Lesson 14 of 14

## Objective: Students will be able to answer questions about the qualitative relationships between concepts and solve problems for work, power, energy and conservation of energy.

*70 minutes*

#### Energy Test

*70 min*

The goal of this lesson is to have students show what they have learned about work, power, energy and conservation of energy both qualitatively and quantitatively. Students show what they have learned throughout the unit. I test at this point in this unit because students have had ample time to learn the many concepts of work, power, energy and conservation of energy throughout many activities earlier in the unit.

The qualitative aspect of the test asks students to think about the relationships between variables. For example, students should be able to recognize that if distance is increased, then work will increase. Additionally, I ask students to be able to show a qualitative bar graph of the different types of energy in a given situation. This fulfills the NGSS standard and HS-PS3-2. All of the qualitative questions focus on student's ability to use models that we developed in class (SP2) as well as explaining their solutions (SP6).

The quantitative aspect of the test asks students to use the mathematical models or equations that we developed in class to solve different types of problems. Students use their computational thinking (SP5) to solve problems with a range of difficulty, from one-step to multi-step problems. This fulfills the NGSS standard of HS-PS3-1.

Some questions combined the qualitative and quantitative aspect into one problem, like the one on conservation of energy shown here.

Overall I saw that students did pretty well on this test. My average for all of my classes was around 78% which is higher than most of the tests for my regular level sophomores. Students succeeded on the basic computational problems and most multiple choice questions, but struggled with the challenge questions overall. Fortunately since the challenge problems were multiple parts students were able to get some credit for the work they were able to accomplish.

*expand content*

##### Similar Lessons

###### The Constant Area Model, Day 3 of 3

*Favorites(0)*

*Resources(9)*

Environment: Suburban

###### Inequalities: The Next Generation

*Favorites(2)*

*Resources(19)*

Environment: Suburban

###### Addition and Subtraction One Step Equations

*Favorites(93)*

*Resources(19)*

Environment: Urban

- LESSON 1: Introduction to the Roller Coaster Problem Based Learning Unit
- LESSON 2: What is Work?
- LESSON 3: What is Power?
- LESSON 4: Roller Coaster Inquiry
- LESSON 5: What is Energy?
- LESSON 6: Energy in Real-Life Situations
- LESSON 7: Qualitative Conservation of Energy
- LESSON 8: Quantitative Conservation of Energy, Part 1
- LESSON 9: Quantitative Conservation of Energy, Part 2
- LESSON 10: Inner Outer Circle Energy Review
- LESSON 11: Energy Review Day
- LESSON 12: Roller Coaster Problem Based Learning Project, Day 1
- LESSON 13: Roller Coaster Problem Based Learning Project, Day 2
- LESSON 14: Unit 6 Energy Test