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Revision of Aerial Physics: Aerial Skiing from Thu, 02/04/2010 - 01:40

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 8
  Time: 60 minutes
  Last Updated: 02-11-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/8/Focus on Physical Science
2.0 Unbalanced forces cause changes in velocity. As a basis for understanding this concept: a. Students know a force has both direction and magnitude. b. Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces. c. Students know when the forces on an object are balanced, the motion of the object does not change. d. Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction. e. Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction). f. Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion. g. Students know the role of gravity in forming and maintaining the shapes of planets, stars, and the solar system.
 
BRIEF DESCRIPTION
Through several simulations and demonstrations, students will explore a variety of concepts involved with aerial skiing including angular momentum, torque, and friction.

  

 
PROCEDURES
 
Goal(s):
Through several simulations and demonstrations, students will explore a variety of concepts involved with aerial skiing including angular momentum, torque, and friction.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Demonstrate angular momentum, torque, and friction through several different simulations.
  3. Describe and illustrate one of the simulations that involved angular momentum, torque, and friction.
 
Required Materials:
The NBC Learn Video: AERIAL PHYSICS: AERIAL SKIING, a copy of the worksheet, “Student Activity: AERIAL PHYSICS: AERIAL SKIING” for each student.
 
Anticipatory Set (Lead-in):
Ask students to raise their hand if they have ever skied before. Ask students if they have ever tried to do a flip or twist on a trampoline. Next, ask them to raise their hand if they have ever seen an aerial skiing competition on TV. Allow a few volunteers to share any stories they have about their skiing, jumping, or viewing experience. Tell students that they are going to learn about some of those same types of experiences as well as the science behind aerial skiing. View the NBC Learn Video: AERIAL PHYSICS: AERIAL SKIING
 
Lesson Plan Procedure:
See attached Student Activity Sheet for procedure.
 
Closure (Reflect Anticipatory Set):
Ask one person from each group to discuss one thing they discovered when they did the activities and simulations. Write their statements on the board. Encourage students to try to contribute a new idea rather than repeat one that has already been written. After all the groups have shared and the statements have been written, ask students if their statements could also apply to real aerial skiing. Discuss how their simulation and real aerial skiing is similar and how it is different.
 
Assessments & notes
 
Plan for Independent Practice:
Ask students to think about the activities that they did today to explore aerial skiing. Tell students that they need to choose one of the activities that they did and write, step-by-step, exactly what the action was and what the scientific reason for the reaction was. Students should include a diagram or illustration of the action and the reaction.
 
Assessment Based on Objectives:
  1. Observe and assess student demonstrations.
  2. Assess students’ independent practice.
  3. Begin the next day’s lesson with the quiz titled, “AERIAL PHYSICS: AERIAL SKIING”. (See attached quiz)
 
Possible Connections to Other Subjects:
Social Studies/History/Technology: Students can research the history of aerial skiing and summarize the milestones of the sport in a Power Point presentation. Students can then present their project to the class.
 
Adaptations & Extensions:
N/A
 
Additional Notes:
N/A
 
 
 
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Submitted by NBCLearn on Fri, 01/22/2010 - 00:38


Title:

Aerial Physics: Aerial Skiing

Grade Level:

8

Subject:

Science

Author:

nbclearn

Time:

60 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

aerials, skiing, angular, momentum, mass, rotation, spin, direction, speed, torque, inertia, jump, leap, action, reaction, laws of motion, contact, tilt, twist, reflex, tucking, spread, friction, drag, lift

Brief Description:

Through several simulations and demonstrations, students will explore a variety of concepts involved with aerial skiing including angular momentum, torque, and friction.

  


California State Standards Addressed:

Science/8/Focus on Physical Science)2.0

Related Links:

Link 1:
Link 2:

Goal(s):

Through several simulations and demonstrations, students will explore a variety of concepts involved with aerial skiing including angular momentum, torque, and friction.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Demonstrate angular momentum, torque, and friction through several different simulations.
  3. Describe and illustrate one of the simulations that involved angular momentum, torque, and friction.

Required Materials:

The NBC Learn Video: AERIAL PHYSICS: AERIAL SKIING, a copy of the worksheet, “Student Activity: AERIAL PHYSICS: AERIAL SKIING” for each student.

Anticipatory Set (Lead-in):

Ask students to raise their hand if they have ever skied before. Ask students if they have ever tried to do a flip or twist on a trampoline. Next, ask them to raise their hand if they have ever seen an aerial skiing competition on TV. Allow a few volunteers to share any stories they have about their skiing, jumping, or viewing experience. Tell students that they are going to learn about some of those same types of experiences as well as the science behind aerial skiing. View the NBC Learn Video: AERIAL PHYSICS: AERIAL SKIING

Lesson Plan Procedure:

See attached Student Activity Sheet for procedure.

Closure (Reflect Anticipatory Set):

Ask one person from each group to discuss one thing they discovered when they did the activities and simulations. Write their statements on the board. Encourage students to try to contribute a new idea rather than repeat one that has already been written. After all the groups have shared and the statements have been written, ask students if their statements could also apply to real aerial skiing. Discuss how their simulation and real aerial skiing is similar and how it is different.

Plan for Independent Practice:

Ask students to think about the activities that they did today to explore aerial skiing. Tell students that they need to choose one of the activities that they did and write, step-by-step, exactly what the action was and what the scientific reason for the reaction was. Students should include a diagram or illustration of the action and the reaction.

Assessment Based on Objectives:

  1. Observe and assess student demonstrations.
  2. Assess students’ independent practice.
  3. Begin the next day’s lesson with the quiz titled, “AERIAL PHYSICS: AERIAL SKIING”. (See attached quiz)

Possible Connections to Other Subjects:

Social Studies/History/Technology: Students can research the history of aerial skiing and summarize the milestones of the sport in a Power Point presentation. Students can then present their project to the class.

Adaptations and Extensions:

N/A

Additional Notes:

N/A


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