Inner Outer Circle Energy Review
Lesson 10 of 14
Objective: Students will be able to complete calculation problems including work, power, kinetic energy, potential energy, and conservation of energy using various equations.
The goal of this lesson is for student to review the computational aspect of the unit by completing practice problems for the many equations they have learned. Students will use computational thinking (SP5) to complete problems involving work, power, energy and conservation of energy (HS-PS3-1, HS-PS3-2). In the review activity students will also have an opportunity to explain their thought process as they solve problems (SP8). To review, I have students remember back to how to do the inner outer circle activity. Students remind me that each student will get a card with a problem on it with the answer on the back. Since the answers are on the back I expect my students to show all of their work on their papers.
Before I pass out the Inner and Outer Circle Energy Problem cards, I pass out a blank sheet of paper to each student. I ask them to fold it in half, the "hot dog" way. Then I ask them to unfold it and fold it twice the "hamburger" way so that when unfolded there are 8 boxes. Then I ask them to put their name in 1 box. After their papers are folded, I pass out a problem to each student. The problems are labeled as numbers and letters that help to organize students later in the activity. There are easy, medium and hard questions randomly throughout the lettered and numbered problem cards. I make sure to give each student a problem that is the appropriate level of difficulty based on how they have been doing in class.
Once each student has a problem I tell the students where they will be sitting. I have A and 1 sit at the same table across from each other, B and 2, C and 3, etc. When they are sitting across from their partner, I tell them that each pair has a similar problem where they use the same equation. Each student needs to complete their own problem, but if they need help or get the wrong answer at first they can ask their partner to help them. I give them 3 minutes to complete their problem. Afterwards, I remind them that they are now experts on their problem and will be carrying their problem with them throughout the activity.
After the 3 minutes, I ask the lettered card holders to stay sitting and the numbers to get up and take their materials rotating to the next table in a circle. When they get to their new partner, I ask them to switch cards with their partner and do their partner's problem. If they need help, they can ask the person sitting across from them because they are an expert on that problem. I give them 3 minutes to complete the new problem. When they are done, they switch problems so they are holding their original problem and say thank you to their partner. Then the numbers take their materials and rotate to the next table. They continue to rotate every 3 minutes until the end of the period.
I use this activity because it holds students accountable for explaining their thought process to other students as well as completing the problems using various equations. I like this activity because students rely on each other and get a lot of practice with problems for an entire period. At the end of the activity, a students' paper would look like the pictures shown below. To end class, I ask students to tell me how they feel about the computational aspect of this unit and students say that this activity helped them feel more confident.