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# Niagara's Raging Rapids by gegeshandong

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Project Title                                                        Niagara’s Raging Rapids
Name/Grade                                                           Burt Howell 12
Subject/Topics                                                       Physics/ History
Establish learning objectives for Jet Boat the Niagara
   Students will determine the speed and velocity of an object quantitatively, qualitatively and graphically.
   Using the relationships of velocity, acceleration and displacement, students will describe different forms of motions quantitatively, qualitatively
and graphically.
   Students will identify and draw required parts of a power generating station
   Students will make a historical timeline of the Niagara Gorge area from 1800 - present
Enduring Understandings and Essential Questions
Enduring Understandings                                               Essential Questions
 Niagara Falls is important to Western New York
 Velocity and acceleration are fundamental                    o   Why is Niagara Falls important to WNY?
properties of any moving body.                             o   How do you describe the linear motion of an object undergoing uniform
 Energy is the ability to do work. All motion                     acceleration quantitatively, qualitatively and graphically?
requires or generates energy.                              o   How is work done and energy transferred by electrical devices?
 Work is done by the water on the turbines and                o   How is work done by the water?
on the rock layers it passes over.
Determine acceptable evidence of understanding
What should students be able to do or express when they understand the learning objectives?

Students will: Calculate the average speed and average velocity in m/s and mph of your jet boat using the following information. Show all
work including conversion of units. Students will draw vector diagrams for the upstream and downstream trips that include the river
velocity.

   The trip is 18 miles round trip
   The trip takes 50 minutes
   The river speed is 17 m/s

Students will complete Web quest: Complete the web quest at the energy quest web site. Students will complete chapters 1,2,6,7,and 12
and submit the following items as evidence.

o   A labeled drawing or diagram of a hydro dam.
o   A labeled drawing or diagram of an electrical generator.

Or Complete               Model Building: Use an electric motor, wires, a light bulb and running water to generate electricity. Students
will submit the following as evidence they completed the project.

o   A labeled picture of their working model.
o   A labeled drawing or diagram of their electrical generator.

Students will make

   PowerPoint Timeline: Create a chronological PowerPoint presentation that includes but is not limited to:
 Describe the geographical location of Niagara Falls, the Niagara Gorge and Devil’s Hole Rapids.
 How did the last Ice Age affect Niagara Falls?
 How has the falls moved over time?
 What role did the Forts along the Niagara Gorge play in the War of 1812?
 What is the impact of the International Bridges that cross the gorge?

Or Complete
    Poster board Collage: Make a chronological collage that includes but is not limited to:
 Describe the geographical location of Niagara Falls, the Niagara Gorge and Devils Hole Rapids.
 How did the last Ice Age affect Niagara Falls?
 How has the falls moved over time?
 What role did the Forts along the Niagara Gorge play in the War of 1812?
 What is the impact of the International Bridges that cross the gorge?

Plan instructional procedures
Plan a sequence of instructional activities and assignments that address the learning objectives. Couch learning activities in simulations or authentic
tasks that put students in charge of their learning. Plan work samples or performance tasks that allow students to express understanding of the learning
objectives.

1.   Students will begin work on the Historical Timeline- Work in groups on computers in room 200 using the internet to research the topics.
2.   Students will take the Jet boat the Niagara River Field Trip and observe the Power plants and Niagara Gorge as well as take measurements .
3.   Students will perform all calculations required to complete the Kinematics portion of the project.
4.   Students will use the internet to research power generation at the Robert Moses Power Plant.
5.   Students will pick which method they wish to use to demonstrate their understanding of electrical power generation.
Plan for technology
The realistic nature of project work naturally leads students to use technology as they collaborate, solve problems, and share their work with others. How can
technology support learning in this project?

     The project exists completely only teacher web page. Students must use technology to access the project Students will have 3 class periods to access
the internet from school computers.
     Students will use the internet to research the Robert Moses Power Plant and the Niagara Gorge
     Students can elect to use PowerPoint to present their historical findings.
     All students will complete the lab write up in Word
     All students will create a data table in Excel

Hardware and Software Considerations (put an X in front of all required)
Lab Needed            Classroom Center        Long-term Project          Wireless
x                     x              (homework)
x
Internet       Word            Excel        PowerPoint             Inspiration           Publisher

x      X         x      x
Classroom Procedures and Resources
Content                     Informational Resources                                   Teacher Activities                                      Student Activities
Students will complete the following activity
      Lecture on distance,
displacement, speed and
velocity. (30 minutes)
      Rolling Cart Demonstration to
show how to calculate average
http://www.bataviacsd.org/webpages/BHowell/news.cfm                                                  Note activities on web pages
Kinematics                                                                         speed and average velocity (30
Note: all links listed on web pages
minutes)
      Guided practice problem
solving. (40 minutes)
      Labs on attached Standard
Sheet. 2 classes each
      Demonstrate a working turbine
electrical generator. (30
minutes)
http://www.bataviacsd.org/webpages/BHowell/news.cfm                                                  Note activities on web pages
Electricity                                                                       Define and demonstrate
Note: all links listed on web pages
Electrical Power(30 minutes)
      List part required to generate
electrical power (20 minutes)
http://www.bataviacsd.org/webpages/BHowell/news.cfm                Teacher discussion on the        Note activities on web pages
History
Note: all links listed on web pages                       Lewiston Queenston Bridge.
(30 minutes)
   Show Videostreaming clip on
Niagara Gorge (10 minutes)
   Lecture on the role of the Forts
in the War of 1812 (25minutes)
Standards
NY                                                                NETS Performance Indicators
http://www.emsc.nysed.gov/ciai/                                        http://cnets.iste.org/students/s_profiles.html
Energy and matter interact through forces
that result in changes in motion.
   explain and predict different patterns of motion of objects
(e.g., linear and angular motion, velocity and acceleration,
momentum and inertia)

Scientific Inquiry
2. Make informed choices among technology systems, resources, and
services. (1, 2)
   Students will use mathematical analysis, scientific
inquiry, and engineering design, as appropriate, to pose
questions, seek answers, and develop solutions.                4. Demonstrate and advocate for legal and ethical behaviors among peers,
family, and community regarding the use of technology and information.
(2)
History of the United States and New York
6. Evaluate technology-based options, including distance and distributed
Key Idea 2: Important ideas, social and cultural values,                 education, for lifelong learning. (5)
beliefs, and traditions from New York State and United
States history illustrate the connections and interactions            7. Routinely and efficiently use online information resources to meet needs
of people and events across time and from a variety of                   for collaboration, research, publications, communications, and
perspectives.                                                            productivity. (4, 5, 6)

ELA                                       8. Select and apply technology tools for research, information analysis,
problem-solving, and decision-making in content learning. (4, 5)

STANDARD 1
10. Collaborate with peers, experts, and others to contribute to a content-
related knowledge base by using technology to compile, synthesize,
Students will read, write, listen, and speak for                          produce, and disseminate information, models, and other creative works.
information and understanding.                                            (4, 5, 6)

As listeners and readers, students will collect
data, facts, and ideas, discover relationships,
concepts, and generalizations; and use knowledge
generated from oral, written, and electronically
produced texts. As speakers and writers, they will
use oral and written language to acquire, interpret,
apply, and transmit information.
STANDARD 3
Students will read, write, listen, and speak for
critical analysis and evaluation.

As listeners and readers, students will analyze
experiences, ideas, information, and issues presented
by others using a variety of established criteria. As
speakers and writers, they will present, in oral and
written language and from a variety of perspectives,
their opinions and judgments on experiences, ideas,
information and issues.

STANDARD 4
Students will read, write, listen, and speak for
social interaction.

Students will    use oral and written language for
effective social communication with a wide variety of
people. As readers and listeners, they will use the social
communications of others to enrich their understanding
of people and their views.

Mathematics, Science, and
Technology
Standard 1: Analysis, Inquiry, and Design

Students will use mathematical
analysis, scientific inquiry, and
engineering design, as appropriate, to
pose questions, seek answers, and
develop solutions.

Standard 2: Information Systems
Students will access, generate,
process, and transfer information
using appropriate technologies.

Standard 3: Mathematics

Students will understand
mathematics and become
mathematically confident by
communicating and reasoning
mathematically, by applying
mathematics in real-world settings,
and by solving problems through the
integrated study of number systems,
geometry, algebra, data analysis,
probability, and trigonometry.

Standard 5: Technology

Students will apply technological
knowledge and skills to design,
construct, use, and evaluate products
and systems to satisfy human and
environmental needs.

Standard 6: Interconnectedness: Common Themes

Students will understand the
relationships and common themes
that connect mathematics, science,
and technology and apply the themes
to these and other areas of learning.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge
and thinking skills of mathematics,
science, and technology to address
real-life problems and make informed
decisions.
Plan assessment
Plan assessment that puts the learning objectives in operational terms. Build rubrics that identify what students must do or create to show evidence of understanding
The final project will be scored with the following rubric. A maximum of 10 points is given in each area for a maximum possible score of 100 points
Points               10                       8                        6                            4                         2                       0
Problem        Problem                Problem completely      Problem basically          Problem partially stated.   Problem illogically       Not enough
completely stated stated in fragments          stated.                                                stated                    information given.
in complete            or with inappropriate
sentences with         punctuation.
appropriate
punctuation.
Objective      Objective              Objective completely Objective basically           Objective partially stated. Objective illogically     Not enough
completely stated stated in fragments          stated.                                                stated                    information given
in complete            or with inappropriate
sentences with         punctuation.
appropriate
punctuation.
Material       All materials          All materials needed    Most materials needed      Material list contains      Material list             Not enough
needed are listed      are listed by type      are listed by type         irrelevant or incorrect     incomplete; type          information given
by type quantity       quantity and size       quantity and size          materials.                  quantity or size
and size. Student                                                                                     missing
offers alternatives
for unusual items.
Procedure      Procedure              Procedure contains      Procedure missing          Procedure is difficult to   Procedure is illogical    Not enough
logically stated.      unnecessary or          steps.                     follow with incomplete,     or inappropriate.         information given
irrelevant steps.                                  out of sequence or
missing steps.
Data           Observations are       Observations are        Observations are           Observations and            Observations and          Not enough
thorough and           relevant.               mostly relevant.           measurements contain        measurements are          information given
relevant.              Measurements are        Measurements are           consistent errors. Data     incomplete or contain
Measurements           mostly accurate.        mostly accurate. Data      not organized well.         large errors. Data
are accurate and       Data is organized       is moderately                                          organization makes it
complete. Data is                              organized.                                             very difficult to follow.
organized.
Analysis       Correctly makes        Correctly makes         Makes mostly correct       Makes few incorrect         Makes incorrect           Not enough
connections or         connections or          connections or             connections or              connections or            information given
correlations           correlations between correlations.                 correlations.               correlations.
between actual         actual and
and theoretical        theoretical data.
data. Explains
variations in data.

Calculations   Correctly applies       Correctly applies        Correctly applies     Correctly applies      Calculations          Not enough information
and Units      mathematical            mathematical             mathematical          mathematical           omitted or            given
concepts, correctly     concepts, correctly      concepts,             concepts,              incorrectly applies
displays calculations     displays calculations     calculations           calculations           mathematical
(formula, substitution    (formula, substitution    complete, but          incomplete, work       concepts. Most
with units and            with units and            missing one of the     not shown or           units are missing.
answer) and includes      answer). All              following: formula,    missing two of the
an explanation of         measurements and          substitution with      following: formula,
what was done. All        calculations have         units or the answer.   substitution with
measurements,             correct units.            Most                   units or the answer.
calculations, values                                measurements and       Missing or
and graphs have                                     calculations have      incorrect units.
appropriate units.                                  correct units.
Effort         Worked on tasks until     Worked on tasks until     Works on task until    Puts some effort       Puts very little effort   Not enough information
completed and             completed and             completed and          into the task but      into the task.            given
continues working on      continues working on      attempts to work       stops working when
the task even when        the task even when        when difficulties      difficulties arise.
difficulties arise or a   difficulties arise or a   arise or a solution
solution is not           solution is not           is not immediately
immediately evident.      immediately evident.      evident
Sees difficulties as
opportunities to
strengthen
understanding.
Presentation   Graphs and charts         Graphs and charts         Graphs and charts      Graphs and charts      Lacks visuals.            Not enough information
are labeled and titled.   are labeled and titled.   labeled ant titled.    incomplete,            Organization is           given
Appropriate scale is      Appropriate scale is      Appropriate scale is   variables reversed     sloppy. Report is
selected. Variables       selected. Variables       selected. Variables    on graph. Labels,      not in correct
appropriately situated    appropriately situated    appropriately          titles or keys         order.
on graph, key clearly     on graph, key clearly     situated on graph,     missing. Incorrect
labeled. Graph            labeled. Report is in     key missing.           scale used. Report
explained in report.      correct order.            Report is in correct   is in correct order.
Report is in correct                                order.
order.
Conclusion     Explicitly discusses      Discusses the data        Discusses the data     Conclusion is          Conclusion is             Not enough information
the data collected in     collected in the          collected in the       consistent with the    missing or                given
the experiment in         experiment in making      experiment in          data collected by      inconsistent with
making the                the conclusion.           making the             connection is          the data collected.
conclusion. Critiques     Identifies problems in    conclusion.            vague.
procedure and offers      the experiment and
possible solution or      data.
alternative method.

Unit Plan
Topic 1 Mechanics
Unit 1
Kinematics
o    How do you describe the linear motion of an object at a constant velocity quantitatively, qualitatively and graphically?

1.   Students will use significant digits in their work requiring quantitative answers.                                         3 class days
2.   Students will determine appropriate units and use them.                                                                    3 Class Days
3.   Students will distinguish between vector and scalar quantities.                                                            5 class days
4.   Students will determine the distance and displacement of an object quantitatively, qualitatively and graphically.          3 Class periods
5.   Students will determine the speed and velocity of an object quantitatively, qualitatively and graphically .                4 class periods

1. Pg. 37 #19, 38,41; Pg. 60 #6, 7, 14 – 16,17, 24                          Due Date __________________

2. Pg. 77 #3, 4, 13,14,24; Pg. 107 #2, 4, 19, 31, 40                        Due Date ___________________

Required Labs

Tootsie Roll & Safety Lab
Measurement Stations
You’re Speeding
Treasure Hunt
Kid Kinematics
Plan a Trip
Jet Boat the Niagara River

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