Team+3

Team 3:Hao Fan,Tian Bing, John Yong

Design your PBI here!


 * PART1 Title **


 * Applications of conditions for an object to be in equilibrium **


 * PART2 Prior knowledge **


 * (i) have learned several types of common forces in daily life **


 * (ii) the method of analyzing forces exerted on an object **


 * (iii) know the concept of torque of a force **


 * (iv)know the conditions that must be satisfied for an object to be in equilibruim and can apply it. **

(**V) know the definition of Young's modulus and elastic limit**


 * (vi) kinematics of free fall **


 * PART3 Learning Objectives: **


 * (i) practise analysizing the forces on an object. **


 * (ii)gain a deeper understanding of the equilibrium conditions of an object. **


 * (iii)be familiar with the use of some cool tools **


 * PART4 Cool tools used **


 * (i)video **


 * (ii)simulation **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(iii)ipad **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(iv)twitter **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(v)prezi **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(vi)wii **


 * <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 16px;">PART5 Discription of Procedure of teaching **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(i)use simulations to review the equilibrium conditions **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(ii)show the vedio of push-ups to students **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(iii)divide students into small groups. Every group figure out a cool posture of balance, record the whole process with vedio. Make a prezi to explain the forces exerted on the person and how it meets the requirement of equilibrium.(in-class assignment) **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(iv)every group uses wii to play the game ”Gravity” to gain the sense of balance and structure. (out-of-class assignment) **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(v)show some tragedies in the world including 911 event, collapses of some of Chinese bridges and ask every group to choose one tragedy, explain why the tragedy happened in terms of equilibrium, show their work with a vedio.(in-class assignment) **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(vi) every group alters the design of the structure of the building in (iv) to prevent the happening of the tragedy and show their work in prezi.(out-of-class assignment) **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(vii)give feedback to every group about their prezis **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">(viii)discuss the video of push-up and reach the conclusion **

NOTE: Links may be useful http://www.youtube.com/watch?v=LS8IIOUTxmA http://www1.teachertube.com/viewVideo.php?title=Force_and_Lever_Arm_on_Volume_Knob&video_id=163919 http://videolectures.net/mit801f99_lewin_lec06/ http://www.youtube.com/watch?v=aRWBlmbxsTw&feature=relmfu http://www.youtube.com/watch?v=IvbaRGgJzVw&NR=1&feature=fvwp http://phet.colorado.edu/en/simulation/forces-and-motion
 * <span style="color: #0000ff; font-family: 'Arial','sans-serif'; font-size: 16px;">PART6 Assignments assessment by rubric **
 * Teacher Name: ||||||||  ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Clear Purpose || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of presentantion. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to tigure out the purpose of the presentation. ||
 * Synthesis and Construction of Ideas || Succint;images create an atmosphere and/or tone, and may communicate symbolism and/or metaphors || Succint;images create an atmosphere and/or tone. || Succint;images are controlled/logical || Sequential composition;images are acceptable. ||
 * Scientific Knowledge || Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. || Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. ||
 * Data Collection || Data taken several times in a careful, reliable manner. || Data taken twice in a careful, reliable manner. || Data taken once in a careful, reliable manner. || Data not taken carefully OR not taken in a reliable manner. ||
 * Journal/Log - Appearance || Several entries made and all are dated and neatly. || Several entries are made and most of the entries are dated and neatly entered. || Several entries are made and most of the entries are dated and legible. || Few entries are made AND/OR many entries are not dated or very difficult to read. ||
 * Image quality || Video and images are compelling and of high quality. Images clearly support content. || Video and images are of high quality. Images clearly support content. || some video and images are of high quality. some images clearly support content. || Video and images are not of high quality. Images do not support content. ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Clear Purpose || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of presentantion. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to tigure out the purpose of the presentation. ||
 * Synthesis and Construction of Ideas || Succint;images create an atmosphere and/or tone, and may communicate symbolism and/or metaphors || Succint;images create an atmosphere and/or tone. || Succint;images are controlled/logical || Sequential composition;images are acceptable. ||
 * Scientific Knowledge || Explanations by all group members indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. || Explanations by all group members indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by most group members indicate relatively accurate understanding of scientific principles underlying the construction and modifications. || Explanations by several members of the group do not illustrate much understanding of scientific principles underlying the construction and modifications. ||
 * Data Collection || Data taken several times in a careful, reliable manner. || Data taken twice in a careful, reliable manner. || Data taken once in a careful, reliable manner. || Data not taken carefully OR not taken in a reliable manner. ||
 * Journal/Log - Appearance || Several entries made and all are dated and neatly. || Several entries are made and most of the entries are dated and neatly entered. || Several entries are made and most of the entries are dated and legible. || Few entries are made AND/OR many entries are not dated or very difficult to read. ||
 * Image quality || Video and images are compelling and of high quality. Images clearly support content. || Video and images are of high quality. Images clearly support content. || some video and images are of high quality. some images clearly support content. || Video and images are not of high quality. Images do not support content. ||

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? ||  ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? ||  ||
 * II. How are new literacies featured in your compelling question? ||  ||
 * III. How will you organize or group your students for the PBI? ||  ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? ||  ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? ||  ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? ||  ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). ||  ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

PART7 Links may be useful http://www.youtube.com/watch?v=LS8IIOUTxmA http://www1.teachertube.com/viewVideo.php?title=Force_and_Lever_Arm_on_Volume_Knob&video_id=163919 http://videolectures.net/mit801f99_lewin_lec06/ http://www.youtube.com/watch?v=aRWBlmbxsTw&feature=relmfu http://www.youtube.com/watch?v=IvbaRGgJzVw&NR=1&feature=fvwp http://phet.colorado.edu/en/simulation/forces-and-motion