Word Processor Lesson Plan

DATE: 10th October 2007.

CLASS: Form 4 Science.

TIME: Two hours.

UNIT: The Behavior of Gases.

TOPIC: The pressure law.


REFERENCES

• Physics Laboratory Report Style Guide.

• Sagman,S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.

• International Society for Technology in Education,(2007).

National Educational Technology Standards for Students.

PREREQUISITES

Knowledge

Students should know that:

•Important information can be obtained by correctly interpreting graphs.

Skill:

Students should know how to:

• function in the windows environment.

• use a keyboard to input data.

• Use a mouse for navigating through a document.

• locate a file stored in a computer.

• open a Microsoft Word document for use.

• save changes to a document in use on a flash drive periodically.

• insert a table using the insert table function in Microsoft Word.

• enter data in a table.

• format a data table according to the standards required by a physics laboratory report.

• copy and paste data from one document to another.

• interpret graphical information.


MATERIALS & RESOURCES

FOR TEACHER

• Hard copies of all electronic documents e.g. memos, worksheets, instructions, supporting documents in case there is a power outage.

• Supply of flash drives on hand.

FOR EACH GROUP/STUDENT

• Computer workstation with Microsoft Office installed.

• Memo describing the problem to be solved.

• Instructions to follow in order to facilitate the solution of the problem.
• Supporting documents.

• Electronic worksheet to be completed.

• Flash drive.


CONCEPT

Computer technology will impact most human activities in the future. Our efforts

should be to integrate it into our everyday classroom activities.

OBJECTIVES

At the end of the lesson, students will be able to:

•format and display data in a suitable manner using a word processor. (Application).

•import a graph into a word processing document.(Comprehension).

•interpret a relationship from graphs.(Comprehension).

•develop a conclusion based on analysis of evidence.(Application).

•prepare a physics laboratory report for distribution using a word processor.
(Evaluation).

•reflect upon and summarize ideas.(Application).



Educational Technology Standards Addressed.

Students will:

• use productivity tools to produce creative work (a lab report).

• communicate information and ideas effectively using technology (reflections).

• integrate technology to enhance science learning.

• develop solution to problems (representation data in table).

• demonstrate responsible use of technology and software in the completion of
an assignment.

• demonstrate sound understanding of operation of technology systems.

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PROCESS SKILLS

During this lesson, student will be engaged in:

Identifying/formulating a problem.

Designing and Planning an experimental procedure.

Setting up and executing experimental work.

Observing and measuring.

Recording data and observations.

Interpreting and evaluating data and observations.

Communicating scientific ideas, observations and arguments.

Applying scientific ideas and methods to solve qualitative and quantitative problems.

Decision-making based on examination of evidence and arguments.

Extracting from available information data relevant to a particular situation.


ACTIVITIES

Introduction:

1. Teacher states that an important memo has been received and that students should retrieve it from their computer desktop.

2. Students read memo which describes the problem to be solved.

3.Teacher and students clarify any issues which arise.

Development:

Task 1:

1. Students locate and open electronic worksheet which will be completed during the session.

2. Teacher monitors activity and guides the process.



Task 2:

1. Students collaborate about the best method of displaying the given data.

2. Students use the word processor to implement their plan.

3. Teacher provides guidance if asked by students.

Task 3:

1. Students locate the file graph.doc on their computer desktop and follow the instructions given in the worksheet.

2. Students import the graph into the worksheet.

3. Students analyse the graph and formulate of a suitable conclusion.

4. Students develop laboratory report using word processor and save the file.

CONSOLIDATION

1. Students spend five minutes reflecting on the use of the word processor in this lesson.

2. Students write a memo to school’s principal summarize their views using the word processor in the physics classroom.


TEACHER’S REFLECTIONS.

To be completed at end of session.


Memo
To: All physics students of Form 4S.

From: Edwin Ramsaran.

Date: Friday October 05, 2007.

Subject: Communication from the Ministry of Energy to physics students.

Students,

The Ministry of Energy had been paying close attention to your development as physics students. Based on your progress they have decided to hire you to carry out an investigation of the relationship between pressure and temperature of a gas found in a newly discovered field off Tobago.
This new discovery has the potential of solving a possible energy crisis caused by falling supplies of liquefied natural gas (LNG) in Trinidad and Tobago but the gas must meet some very strict standards in order to be used. It must obey one of the gas laws.

Some data has already been collected and is shown below. Unfortunately it was not collected by a physicist.

Test 1

Pressure = 695 mmHg

Temperature = 273 K

Test 2

Pressure = 724mmHg

Temperature = 281K

Test 3

Pressure = 755 mmHg

Temperature = 294 K

Test 4

Pressure = 786 mmHg

Temperature = 309 K

Test 5
Pressure = 813 mmHg

Temperature = 318 K

Test 6

Pressure = 830 mmHg

Temperature = 324 K



You are required to work individually in order to:

• format and display the data in a suitable manner using a word processor.

• import a graph into a word processing document.

• analyse the data and formulate of a suitable conclusion.

• present a physics laboratory report using a word processor.

• reflect on the use of a word processor as part of your physics classroom experience.

You are advised to refer to the following documents which are available from your teacher or from the library:

• physics laboratory report style guide.

• inserting and formatting a table in Microsoft Word.

• importing graphs into a Microsoft Word document.

Please don’t forget to save your work periodically.


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Student Worksheet.

Name:

Class:

Date:

Instructions.

Open the document studentwksheet.doc on your desktop. Save the document as yourname.doc in your flash drive. As an example I will save my file as edwinramsaran.doc

Follow the instructions given in each section of the worksheet.
The flash drive with your work should be handed in at the end of the session.

1.(a) The layout of the data presented to you may not be of the expected standard. Display the data using a more suitable format in the space below.



























(b) How is your layout more suitable for presenting data? Type your response in the space provided below.















2. (a) As you know it is possible to analyse scientific data in a spreadsheet and import the chart into a word processing document. A file called graph.doc on your desktop contains a graph of the data provided to you. Insert this graph in the space below.






















(b) Describe the relationship between pressure and temperature of the gas shown in the graph above. Identify any gas law which is obeyed. Type your answer in the space provided.





(c) What are some advantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below.












(d) What are some disadvantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below?













3. You now have all the information necessary to complete the assignment. Using the word processor create a laboratory report based on the data and graph you were provided with. Write down a suitable conclusion. Name the report yournamereport.doc and save it to your flash drive. Don’t forget to save your work periodically.

4. Write a memo to your principal summarize your views about using the word processor in the physics classroom. Save the document as summary.doc on your flash drive.
Hand in your flash drive at the end of the session.

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Graph.

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A rubric was used th evluate students. Unfortuntely it cannot be displayed here because of formatting issues.


Checklist for applying technology integration planning model.


Phase 1: Determining the "Relative Advantage"—Why Use Technology?

•What is the relative advantage of the technology-based solutions?

Students will integrate three disciplines in this lesson:
Physics, communications, information technology.

•Is the relative advantage sufficient to justify the effort involved in adopting these solutions?

Yes, the integration of disciplines should prove motivational for students. In addition a problem based approach is used which makes the lesson more authentic.

Phase 2: Planning Assessments — What Are Appropriate Assessment Strategies?

• What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of a quality product.

• What is the best way for me to assess students' learning progress and products?

A rubric will be used to assess students learning
I have to develop my own rubric.

Phase 3: Planning Instruction — What Are Appropriate Integration Strategies?

•Instruction will be interdisciplinary (physics, communication, information technology).

•The instructional activities will be individual and a small amount of group activity.

• Activities will be a combination of directed and constructivist.
• Have I allowed students enough time to get used to materials before beginning a graded activity?

Yes they have been integrating the word processor in their assignments.

Phase 4: Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?

• How many computers and copies of software will be needed to carry out the activities?

Eight computers readily available with Microsoft Word installed.

• How many computers and copies of software are available?

Eight computers readily available with Microsoft Word installed.

• Over what time period and for how long will technology resources be needed?
10th October 2007 period 3 and 4.

(Class could spill over into lunch time but it would not be a problem)

•Do I need to schedule time in a lab?
Yes I do.

• Have I checked out the legality of the uses I want to make?
Software is legal.
•Have I provided for students' privacy and safety?
Yes.

• Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.

• Have I built in time to back up important files? Have I trained students to back up theirs?

Yes.

Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.

Phase 5: Evaluating and Revising Integration Strategies — How Do I Know It's Working?

• Have I identified an instructional problem to solve? Yes.
• Have I identified types of evidence that will indicate to me whether or not the new strategy is solving or might help solve the problem?

Yes, The completed worksheet with reflections and memo to principal.

• Have I used instruments to collect data on the impact of the activity? Yes,

Reflections.

For my own reflections.

• Have I considered alternative ways to set up equipment to make the activities go more smoothly?

• What do I need to change to achieve better impact?