Unit Plan, sorta An adaptation of current Intro to the Physical Setting curriculum to incorporate basic engineering principles Alexandra Gaustad Haverford Township H.S.

Problem Solving Lab Proposed Lesson Current Curriculum Intro: Think, Pair, Share What is problem solving? What steps are involved? Guided Practice: Class Discussion Popcorn discussion of different problems, in society, world, life, would they like to see solved students will have my research poster as a guideline to create a rubric of what is expected (motivation, methods/materials, results, discussion) Independent Practice: Group Work students will pick a problem then work through all steps of a possible solution, including who is involved, what problems could be encountered, etc. Must present solution to class via poster, PP Presentation, video, etc Assessment: class created rubric for presentations Current Curriculum PA Standards 3.2.10 B, C, E 3.8.10 B Lesson currently in Curriculum

People in Science Research Paper Current Curriculum PA Standards 3.2.10 D 3.8.10 B Lesson currently in Curriculum Students given a list of scientists and website and book resources to research and write a 3 page paper on describing their lives, struggles, and scientific breakthroughs Proposed Lesson Intro: Brainstorming What does this quote mean to you… “If I have seen further, it is by standing on the shoulders of giants” – Sir Isaac Newton Guided Practice: Demonstration I will show my research from Drexel as a timeline of others’ research. (i.e. every citation in chronological order of publish date, with connections between authors shown) Independent Practice: Paper Writing students will write a research paper on any scientist’s career, with a timeline of how their research progressed for other people’s research. They will have access to digital libraries and books on the lives of scientists. Assessment: students will present their findings in the form of a formal paper and in a graphic timeline to be published around the room

Shadows Project, or how light travels Proposed Lesson *Should come before the shadows lesson to allow students to discover how light travels in straight lines OBJECTIVES: Students will be able to understand how the image is inverted--because light travels in straight lines. Guided Practice (making the PinHole Camera): Punch a hole in the center of the box using the pin. Remove the box top. Put wax paper over the box's open end to make the screen. Use a rubber band to hold it. Point the camera at brightly lit objects in or outside a darkroom. What do you see on the wax paper screen? The observer's eyes will need to be about 30 centimeters away from the screen to see a sharp image. To use the camera in a lighted place, you must shield the from light. Roll black paper into a large tube and fit it around the screen end of the box. Press your face against the paper shield's open end to images on the screen. Independent Practice: *Students will answer the following questions and have time to experiment with the pinhole camera How must you move the camera to do these things? a. To make the image move right? Left? Up? Down? b. To make the image get smaller? Larger? c. What happens if the camera is still and the image moves? How can you make a brighter, sharper image appear on the screen? What would happen to the image if you: a. Change the pinhole size? b. Line the inside of the box with black paper? White paper? c. Use a longer or larger box or a shoebox? d. Use paper other than wax paper for the screen? Assessment: Have students draw a ray diagram. See if the students can draw the arrows in. If they cannot, draw the arrows in for them and let the students explain what happens. Current Curriculum PA Standards 3.2.10 B 3.4.10 C Lesson currently in Curriculum Students cut out puppets and use light bulbs to project a shadow on a screen. They are told that light travels in straight lines from all parts of the bulb, then are asked to draw ray diagrams for the puppet and resultant shadow

The Coefficient of Sliding Friction Current Curriculum PA Standards Lesson currently in Curriculum… “The Mu of Shoe” Students compare the perpendicular force of a shoe to the force required to slide the shoe across the floor to calculate Mu Proposed Lesson… “The Mu of Glue” Intro: Predicting What makes a shoe better suited for one sport or another? Describe 3 different footwear for different activities Guided Practice: Sample Mu Calc students will weigh their shoes using a spring scale then measure the force required to pull the shoe across a horizontal surface (the floor). The calculation of Mu will be shown on the board. An explanation will be provided of how mu is taken into consideration in drug delivery methods Independent Practice: Finding the Mu for You students will do experiments finding mu for different shoes on different surfaces (wood, grass, blacktop, duct tape provided). They will then have to pick two different sports and compare the mu’s of that particular sport’s shoe and surface combination. Assessment: students will present their findings in the form of a poster that illustrates the individual needs of the sports, a comparison of the calculations for mu and the rationalization of the footwear of choice for that event and a suggestion for improvement on each shoe.