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    Session 1 17

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    The SI session plan aims to help 15 physics students learn about the metric unit system including prefixes and conversions. It will use strategies like a prefix race, think-pair-share on volume/mass problems, and passing around multi-step surface area conversion problems. Sample problems cover mass calculations with water, calculating the mass of sand to match a cube's surface area, and determining acceleration from initial and final velocity data. The session aims to make students comfortable with partners and help them logically work through multi-step problems.

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    Session 1 17

    Uploaded by

    api-435504936
    111 views3 pages
    The SI session plan aims to help 15 physics students learn about the metric unit system including prefixes and conversions. It will use strategies like a prefix race, think-pair-share on volume/mass problems, and passing around multi-step surface area conversion problems. Sample problems cover mass calculations with water, calculating the mass of sand to match a cube's surface area, and determining acceleration from initial and final velocity data. The session aims to make students comfortable with partners and help them logically work through multi-step problems.

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    The SI session plan aims to help 15 physics students learn about the metric unit system including prefixes and conversions. It will use strategies like a prefix race, think-pair-share on volume/mass problems, and passing around multi-step surface area conversion problems. Sample problems cover mass calculations with water, calculating the mass of sand to match a cube's surface area, and determining acceleration from initial and final velocity data. The session aims to make students comfortable with partners and help them logically work through multi-step problems.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    111 views3 pages

    Session 1 17

    Uploaded by

    api-435504936
    The SI session plan aims to help 15 physics students learn about the metric unit system including prefixes and conversions. It will use strategies like a prefix race, think-pair-share on volume/mass problems, and passing around multi-step surface area conversion problems. Sample problems cover mass calculations with water, calculating the mass of sand to match a cube's surface area, and determining acceleration from initial and final velocity data. The session aims to make students comfortable with partners and help them logically work through multi-step problems.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
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    University of South Carolina | Student Success Center

    Supplemental Instruction (SI) Program | Session Plan Template

    SI Leader: ________Edgar Luat____________ Session Date: ______1/17/16______

    Course: ___________Phys 211___________ Instructor: _______Cook_______

    Attendance Goal: _________15_______


    How many students do you anticipate having in this session?

    Session Objective:
    What does the group most need to accomplish in this session?

    The group will familiarize themselves with the metric unit system as well as learn the SI prefixes
    and their respective conversions. Using this knowledge, students will be able to perform basic
    mathematical operations and conversions. This session will also touch briefly on basic motion
    calculations.

    SESSION PLAN
    ESTIMATED Why will this
    CONTENT/SKILL STRATEGY/PROCESS
    TIME strategy/process be
    TO BE COVERED TO BE USED
    NEEDED effective for this content?
    OPENING ACTIVITY/INTRODUCTION
    Students will engage in
    friendly competition to
    complete the factors for
    each prefix. This will
    SI Unit Prefixes 8 minutes Race to the Board help them not only learn
    the content, but feel more
    comfortable working
    together in a team
    environment.
    MAIN ACTIVITY/ACTIVITIES
    I will help guide the
    students on the first part
    of the question to get
    them thinking in the way
    they need to solve the
    Volume/Mass second part. Working on
    15 minutes Think/Pair/Share
    Conversions (#1) the second part with a
    partner allows them to
    critically think and come
    up with a solution
    together without me
    giving them the answer.

    Be sure to submit worksheet(s), sample problems used,


    or other preparation materials with this session plan.
    University of South Carolina | Student Success Center
    Supplemental Instruction (SI) Program | Session Plan Template

    This is a multi-step
    problem where students
    will have to really think
    Surface Area
    about how to proceed to
    Conversions
    15 minutes Pass-the-Problem the next step. By creating
    between Different
    “sub-questions” I’m
    Objects (#2)
    hoping it’ll help students
    progress logically to the
    solution.

    CLOSING ACTIVITY - CHECKING FOR UNDERSTANDING


    We haven’t yet learned
    about velocity or motion
    in class yet, so hopefully
    using the same thinking
    that was learned in the
    session, students can
    One Dimensional work their way through
    10 minutes Take Home Ideas
    Motion (#3) the solution. I’ve edited
    the problem slightly to
    include more unit
    conversions, and will
    introduce them to the
    formula needed to solve
    the problem.

    Be sure to submit worksheet(s), sample problems used,


    or other preparation materials with this session plan.
    University of South Carolina | Student Success Center
    Supplemental Instruction (SI) Program | Session Plan Template

    Intro
    Tera (T) - 1012
    Giga (G) - 109
    Mega (M) - 106
    Kilo (k) - 103
    Hecto (h) - 102
    Deka (da) - 101
    Deci (d) – 10-1
    Centi (c) – 10-2
    Milli (m) – 10-3
    Micro () – 10-6
    Nano (n) – 10-9
    Pico (p) – 10-12

    Sample Problems
    1. Assume that each cubic centimeter of water has a mass of exactly 1.00 g.
    a) What is the mass of one cubic meter of water in kilograms?

    b) Suppose that it takes takes 11.0 h to drain a container of 5930 m3 of water. What
    is the "mass flow rate", in kilograms per second, of water from the container?

    2. Grains of fine California beach sand are approximately spheres with an average
    radius of 76 μ m and are made of silicon dioxide. A solid cube of silicon dioxide with
    a volume of 1.00 m3 has a mass of 2600 kg. What mass of small sand grains would
    have a total surface area (the total area of all individual spheres) equal to the
    surface area of a cube 1.00 m on an edge?

    a) What do we know?
    b) What’s the surface area of the 1.00m cube?
    c) How many spheres do we need to have the same Surface Area as the 1.00m sided
    cube?
    d) What’s the volume of that many spheres?
    e) How much does that total volume of spheres weigh?

    5
    3. An electron with an initial velocity v0 = 1.30×10 m/s enters a region 1.0 cm long
    where it is electrically accelerated (see the figure). It emerges with velocity v =
    3
    7.90×10 km/s. What was its acceleration, assumed constant? (Such a process
    occurs in the electron gun in a cathode-ray tube, used in television receivers and
    oscilloscopes.)

    Be sure to submit worksheet(s), sample problems used,


    or other preparation materials with this session plan.

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