Transcript Problem-Based Learning Plan Grade 10

Minds in Motion:
PBL cases for a high
school Physics I
curriculum
Patti Lawrimore
North Springs High School
Dan Hruschka
Emory University
July 28, 2003
Case Descriptions
Case
Description
To Learn
The Sky is
Falling
Determine possibility of a
comet strike and its
consequences
2-d vector and velocity
calculations, momentum,
scientific inquiry
Noisy
Neighbors
Differentiate between noise, Physics of waves and
music and speech using
sound, scientific inquiry
oscilloscope and debate
Powering
Georgia
Determine alternatives to
generating and distributing
electricity for Atlanta
Potential and kinetic
energy, Ohm’s law,
current, electromagnetism
Stone
Mountain
Predict placement of
mirrors, prism and laser to
hit target
Laws of Reflection and
Refraction
Cases & Quality Core
Curriculum Objectives
The Sky is
Falling
Scientific Inquiry Skills (1,2)
Forces & Motion (3-4,6-7)
Noisy
Neighbors
Powering
Georgia
Stone
Mountain
Energy & Matter (5,8)
Sound and Waves (9-10)
Electricity (13-16)
Optics (11-12)
Timing of Cases
Case
Session layout
4 sessions x 90 min
1 per week
4 sessions x 90 min
Noisy Neighbors
2 per week
Powering Georgia 4 sessions x 90 min
1 per week
The Sky is Falling
Stone Mountain
3 sessions x 90 min
All in one week
Timing
Aug. 18 –
Sept. 12
Sept. 22 –
Oct. 3
Oct. 13 –
Nov. 7
Late Nov. –
Early Dec.
Assessment
Case
Group
Individual
The Sky is Calculations, Graphical
solution, Presentation
Falling
Lab notebook,
Session quizzes
Definition presentation,
Noisy
Neighbors Debate
Lab notebook,
Session quizzes
Powering
Georgia
Power generation
proposal, Calculations
Lab notebook,
Session quizzes
Stone
Mountain
Placement sketches,
Target approximation
Lab notebook,
Session quizzes
The Sky is Falling-Introduction

Dr. Andrea Smith, an amateur
astronomer stargazing from the
Mt. Haleakala Observatory notices
a collection of previously unknown
objects in the night sky that pose
her some concern. Dr. Smith
consults you, a team of experts
at North Springs High School to
confirm her suspicion. Measurements over the
past three days in November indicate the objects
are moving quickly through space, in the same
plane as Earth’s orbit.
The Sky is Falling—Session 1



Divide class into teams (5-6 students each).
Introduce NEO (Near-earth object) problem
and brainstorm on what formulae and data
are needed to calculate whether the NEO will
hit the earth.
Assignment: Provide each team with data for
one of 4 objects requesting that they
determine if and when their NEO will hit.
Assessment: Short quiz on NEOs and
learning issues
The Sky is Falling—Session 2





Teams return, with one team reporting that a NEO
will hit the earth (and when).
U.S. president recruits students to assess possible
consequences to the earth and its populations.
During last half of session, teams perform cratering
experiment with BB falling into flour.
Assignment: present their assessment of possible
consequences to class the following week.
Assessment: Quiz on calculation of impact of a new
hypothetical NEO.
The Sky is Falling—Session 3




Each team presents report on consequences
Teams brainstorm strategies for reducing the
comet impact.
Each team is assigned a different strategy,
and is told to return with report on their
strategy, with special attention to its physical
feasibility.
Assessment: Presentation rubric, short quiz
on consequences.
The Sky is Falling—Final
Session


Session 4: Teams present reports on
proposed solutions.
Assessment: Proprosal rubric. Peerassessment rubric. Longer quiz with
calculation of another NEO impact and
questions about NEO impacts.
Acknowledgements


Fulton County Schools (N. Springs High School)
Science Education at Emory




Dr. Jay Justice, Dr. Pat Marsteller, Dr. Preetha Ram,
Jordan Rose & P.J. Gallagher
Dr. Phil Gordon
National Science Foundation
Milton High School Chemistry team members

Deb Schaefer, Sean Mo, Melissa Beam, Amanda
Thompson