<p> Diversity Lesson Plan: Sidelined Scientists A Unit on Newton & Hooke’s Kinematics and Émilie’s Energy</p><p>This lesson employs the use of a NOVA/PBS DVD program, as well as the use of any graphical analysis computer or calculator software.</p><p>Abstract: This unit plan will be comprised of two main parts that will be joined in its conclusion. In an attempt to make diversity issues relevant to males and females alike from all social/cultural groups, the unit is a study of variables impacting intellectual property credits. Part one will be a study of the Newton-Hooke debate, and the part two will be a study of Émilie and her work on kinetic energy. Students will be explicitly told at the beginning that the unit will focus on sidelined scientists – those individuals who have made significant contributions but have been historically overlooked because of their gender, socio-economic status, culture, or introverted personality characteristics. Part One: The unit will begin by concluding the study of mechanics. Students will view a 50- minute DVD: NOVA PBS’ Newton’s Dark Secrets to summarize his major contributions to mechanics as well as introduce them to the feud with Robert Hooke. To further understand the issue, students will read the following documents as homework: a) Newton: The Making of a Genius (Patricia Fara, 2003); Ch. 4, pp. 98-102 b) Restless Genius: Robert Hooke and his Earthly Thoughts (Ellen Tan Drake, 1996); pp. 32-33 c) The Correspondence of Isaac Newton (Royal Society, 1976); pp. 40-42. Students will then also participate in a brief re-enactment of the debate by reading a portion of Newton’s Hooke and discussing issues related to being sidelined in science, addressing the objectives below. Part Two: After a firm grounding in the concept of work, including the mathematical calculation of potential energy and a conceptual understanding of kinetic energy, students will be introduced to the life of Émilie du Châtelet through a brief PowerPoint presentation, personal quotes, and a homework reading: a) The Story of Science: Newton in the Middle (Joy Hakim, 2005); Beauty and Brains Squared The PowerPoint presentation will include information vital to the understanding of Émilie as a member of a minority group in science who has long been overlooked by historians, including her major accomplishments (performing the “Dutch experiment” and ultimately refuting Newton) and her unsuccessful pursuits because of her female status (“Essay on Fire,” relationship with Voltaire). Students will then conduct Émilie’s historic experiment to derive an equation for kinetic energy (KE). Students will see the relationship between KE and mass by dropping metal balls of different masses into clay, and measuring the volume produced by the impact (which is directly proportional to KE). Students will also see the relationship between KE and velocity by dropping a single ball from different heights (resulting in different final velocities), and measuring the volume produced by the impact. Students will also use the Work-Energy Theorem and the collected data to derive the equation KE = ½mv2. Following a number of problems to be worked on, a post-lab discussion will follow regarding the significance of the equation, both for its usefulness in the study of motion to Einstein’s E = mc2. A class discussion will then be ensued to address the student diversity objectives listed below. </p><p>Student Goals: 1) Learn about cases of sidelined scientists by studying Newton, Hooke, and Émilie du Châtelet as a consequences of diversity of gender, social status, and work methods. 2) Learn about ethical issues regarding appropriation of scientific achievements in history and for modern scientists, and draw conclusions about how credit should be given. 3) Learn about kinetic energy and the evolution of scientific understanding of kinetic energy throughout history.</p><p>Student Objectives: Diversity: Part One discussion 1) Create a chart for Newton and Hooke identifying accomplishments for which credit was received, and conclude, from evidence, whether the credit is justifiable or if someone has been historically sidelined. 2) Identify personality, social, and work traits that determined instances when Newton or Hooke was sidelined. 3) Analyze the instances where Newton or Hooke did not receive credit because they were not first to publish their discoveries, and determine if awarding them credit in such a way is ethical. 4) Determine the benefits and drawbacks of awarding credit by publication. Consider the effects of a sense of “competition.” 5) Analyze the instances where Newton or Hooke chose to not publish their discoveries, and determine if choosing to not share data coincides with a scientific collaborative process. When is withholding findings justifiable? Part Two discussion 1) Identify the scientific accomplishments of Émilie, and conclude, from evidence, whether the credit has been historically given, and if the credit is justifiable or if someone has been historically sidelined. 2) Identify personality, social, and work traits that determined instances when Émilie was sidelined. 3) Explain how not giving appropriate credit to individuals of diversity is not only unethical, but detrimental to a society. 4) Create a preliminary list of objective criteria for determining if a person should be given credit for a scientific accomplishment that may rely heavily on another’s work. How much work does a person have to do to have their name on a research paper? 5) Determine if it is fair for research directors to receive most or all of the credit for a scientific accomplishment, even if most of the actual work was done by research assistants. Determine if thoughts or works are more important. Science: 1) Apply previous knowledge of free fall and kinematics equations to predict final velocities of falling masses without a timer 2) Graph data, analyze, and interpret results to determine KE  m and KE  v2 3) Apply knowledge of the Work-Energy Theorem to determine value of the proportionality constant (initial PE must equal final KE) 4) Formulate the equation for kinetic energy</p><p>Standards Addressed: ILS 11.A.3f, 11.A.4f, 12.C.2a, 12.C.3a</p><p>Materials Needed: </p><p>Teacher Materials DVD Newton’s Dark Secrets PPT presentation “DiversityLP.ppt”</p><p>Student Materials Newton: The Making of a Genius; Ch. 4, pp. 98-102 Restless Genius: Robert Hook and his Earthly Thoughts; pp. 32-33 The Correspondence of Isaac Newton; pp. 40-42. WORD document “KineticEnergy.doc” Newton in the Middle; Beauty and Brains Squared For each lab group Meter stick Metal balls of varying masses (5) Scale Clay (non-permeable modeling clay is best) Rolling pin (or other device to flatten the clay) Soap water Dropper Computer/Calculator with graphing program Kinetic Energy – Emilie’s Experiment By Rebecca Wenning</p><p>Prerequisite knowledge: 1. Know the general definition of energy. 2. Understand the differences between potential and kinetic energy. 3. Understand the concept of conservation of energy. 4. Know the definition of work. 5. Be familiar with the Work-Energy Theorem. </p><p>Goal Q: What are the mathematical models for calculating kinetic and potential energies?</p><p>Q1. What difference do you feel when someone hits you with different amounts of kinetic energy? (eg. getting a pat on the back compared to being punched by a bully).</p><p>Q2. What factors influence the amount of kinetic energy with which you are hit?</p><p>This situation is comparable to a ball falling out of the sky onto a flat layer of clay. </p><p>Q3. Only by dropping a ball from rest, what changes can you make in choosing your ball to make it have a large amount of kinetic energy as it falls?</p><p>Q4. Comparatively, how do you know if the clay has been hit by the ball with little or a lot of kinetic energy?</p><p>Young assumed that the volume of the pit produced by the collision of the ball and the clay would be directly proportional to the kinetic energy of the ball at the moment of its impact. (This was later proven to be true). Young also assumed that the two influential factors in the final kinetic energy of the ball would be the final velocity and the mass of the ball.</p><p>You are given the following materials: Meter stick Metal balls of varying masses (5) Scale Clay Rolling pin (or other device to flatten the clay) Soap water Dropper Computer with graphing program Part I Conduct an experiment in which you relate the final velocity of ONE ball to the final kinetic energy of the ball (volume of the pit). </p><p>Q5. Dropping the ball from rest, how can you change the final velocities of the ball?</p><p>Q6. What general kinematics equation can you use to calculate final velocities of the ball? (Note: You have not been given a timer!) </p><p>Complete a total of at least ten trials with different velocities. </p><p>Q7. Graph your results with the clay’s pit volumes in drops (Y-axis) versus the final velocities of the ball (X-axis).</p><p>Q8. By fitting the graph with the best-fit curve, what is the mathematical model relating kinetic energy and velocity?</p><p>Part II Conduct an experiment in which you relate the mass of the ball to the final kinetic energy of the ball (volume of the pit). </p><p>Q9. Graph your results with the clay’s pit volumes in drops (Y-axis) versus mass of the ball (X- axis).</p><p>Q10. By fitting the graph with the best-fit curve, what is the mathematical model relating kinetic energy and mass?</p><p>Part III Q11. By combining the results from the above two parts of the experiment with m = mass, v = final velocity, and k = constant, what can you conclude is their mathematical relationship to kinetic energy (KE)? Q12. According to the Work-Energy Theorem, what is the definition of work?</p><p>Q13. What is the mathematical equation for the work done on the ball as it is lifted to its initial position?</p><p>Q14. This work done on the ball will be converted when the ball drops to the clay. What does this suggest about the relationship between the work and the change in kinetic energy of the ball as it falls from its initial to its final position?</p><p>From this, it can be concluded that the starting energy, also known as potential energy, in this case, can be calculated as:</p><p>P E  W  F d  m g h with m = mass, g = earth’s acceleration due to gravity, and h = height above clay.</p><p>Q15. To evaluate the validity of initial PE being equal to final KE, set the equations for both energies equal to each other, and solve for velocity. Have you seen this equation before? How does simple kinematics show the equation to be correct?</p><p>2 Q16. By using KE ~ mv , calculate the KE of each trial, and by using PE = mgh, calculate the PE of each trial of Part I of your experiment. Compare each PE and its respective KE and average them to find the value of k.</p><p>Q17. What is your final equation for the mathematical calculation of kinetic energy?</p>