Chapter 10: Work, Energy, Power, and Simple Machines

Energy, Work, Power, and Simple Machines:

The relationship among force, displacement, work and energy are developed through hands-on activities, sketches, and equations. Work is the transfer of energy by mechanical means and is defined as the product of force and displacement in the direction of the force. Machines transfer energy with greatest advantage through the judicious tradeoff of force and displacement. Ideal and real machines are differentiated and efficiencies are analyzed and calculated for simple and compound machines.

Power Standards:

Students will be able to read and solve physics problems by writing down what is given in the problem, choosing the correct equation, and calculating the correct answer with the appropriate unit.
Students will be able to read laboratory investigations, follow the directions, use laboratory equipment properly, follow safety instructions, and analyze the data to help apply physics concepts learned.
Students will be able to analyze the relationship between force, displacement, work, and energy by looking at simple machines and the conservation of mechanical energy.

Learning Targets:

Learning targets are what the students will be assessed on.

Physics Knowledge:

PK 10.1 - I understand and can explain work and the work-energy theorem. Chapter 10, Lesson 1
PK 10.2 - I understand and can define power and how it relates to energy. Chapter 10, Lesson 1
PK 10.3 - I know how the different types of simple machines work to make the force that we apply easier and can determine what type of simple machines are seen in common household items and tools. Chapter 10, Lesson 3
PK 10.4 - I understand the difference between MA, IMA, and efficiency. Chapter 10, Lesson 4

Math:

M 10.5 - I can use the five steps to solve problems with work, power, MA, IMA, efficiency, and energy. Chapter 10 Lesson 2 (a) and Lesson 4 (b)
M 10.6 - I know the abbreviations/units for all the previously learned terms, work, kinetic energy, power, mechanical advantage, ideal mechanical advantage, and efficiency. Chapter 10 Lesson 2 (a) and Lesson 4 (b)

Standards Based Grading Scale:

All of the above learning targets will be assessed with the following scale:

4 - Advanced. The learner has demonstrated a high level of conceptual and procedural understanding of the specific knowledge and skills.

3 - Proficient. The learner has demonstrated understanding of the specific knowledge and skills.

2 - Beginning. The learner is emerging but does not yet demonstrate understanding of specific knowledge and skills.

1 - The learner has provided some evidence, but not enough to assess proficiency.

0 - The learner has provided no evidence of the skill.

Learning targets will be added to MiStar at the beginning of the chapter and grades (0-4) will be entered as the students meet with the teacher and demonstrate their understanding of the learning targets. Learning target grades may not be added at the same time. If there is a blank, then the student may not have had the opportunity to demonstrate thier knowledge yet. A grade entered as zero means that they had the opportunity to demonstrate their knowledge and they chose not to.

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