Physical Science B SGI Lesson #9 (2-6-2018)


Introduction to Physical Science B!



Unit S.M.A.R.T. Goal:

Students will attain an 80% passage rate in 3 of 4 trials


Students will be able to effectively communicate how Work, Power, and Energy operate and are functionally different.

Life Connection:

Students will answer this question before leaving class today.

Behavioral Norms:

  • Learn from mistakes
  • Tolerance
  • Participate
  • Personal electronics only when appropriate

Key Concepts:

  • Definition of Energy
  • Conservation of Energy and Energy transfer
  • Relationship between Energy and Forces
  • Defining and Delimiting Engineering Problems

Course Digital Resources:

Link -> Online StopWatch

Link -> Mr. Tyler – Physical Science B Work Received Log (Spring 2018)

Link -> Mr. Tyler’s Physical Science Digital Resources

Warm Up: (5 Minutes)Directions:

Come up with a list of as many unconventional uses for a potato as you can. For example paperweight, pencil holder, smartphone dock. The longest list wins!



Student Academic Conferences: (Ongoing throughout lesson)

While today’s lesson is going on I will be pulling students to meet with me briefly to discuss their Unit 6 results and sign the course contract.


Task #1 – (Introduction to Work, Power, and Machines) (5 Minutes)

I gave you a physical copy of the notes located below last week.  If you were absent please ask me for a copy.

Link -> Introduction to Work, Power, and Machines


Task #2  – (Group Form Ups – Concept Design Review) (5 Minutes)

Join the group you were with last week. If you were absent find a group to join. Make sure you are with people you can communicate with. Each member of the team needs to present their sketch for how the team should build their mousetrap car. During task #2 I will show you how each group will journal their efforts to make a mousetrap car via Google Docs. Laptops will be provided.

Example of  a Concept Sketch:

Task #3  – (Group Form Ups – Team Agreed Upon Design) (15 minutes)

During this stage students will journal efforts to develop an agreed upon design for their mousetrap car. Once a final clean sketch has been created then a supplies list will need to be developed. Student groups will, via the same Google Doc, list the materials needed to create their mousetrap car.


Task #4 – Unit 7 Work (40 minutes)

I will be handing out your Unit 7 notebooks. Each student needs to put their name on the cover of each notebook. Then we will dive in and begin filling out our course required paperwork to receive credit.


Task #5 – (Clean Up)

We will need to rebuild the room for the next class by 2:30.


Ticket Out the Door:

Sticky note questions

#1 – What is the number one thing you learned today?

#2 – What was the most confusing thing you did today?



Review what we went over today. Begin thinking about how your team wants to assemble your cars.


Next Generation Science Standards:

HS-PS 3-1

Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other components and energy flows in and out of the system are known.

HS-PS 3-3

Design, build and refine a device that works within given constraints to convert one form of energy to another form of energy.


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