Semester Final

Semester Final Exam these days.

Semester Review

Date: 12/17/13 and 12/18/13

Class: Physical Science

Periods: W1, 2, 4 and B2

Outcomes: Students will prepare for the semester final by writing 25 questions they think could be on the final and taking each others' questions.

Standards: All that we've covered this semester.

Student Needs: Alternate setting

Assessment Plan: Student-written 25 test questions

Lesson Outline: Bellringer > Practice Pascal's Principle, Boyle's and Charles' Laws as a class along with radioactive decay > Have students write 5 more questions in addition to the 20 they should already have written then submit all of them to schoology > Have them trade with someone across the room then take each others' tests and submit the answers to schoology > Remind students to bring a calculator, book for the back cover, notes and notecard for the test next time.

NOVA Hunting the Elements Video 1

Date: 12/13/13 and 12/16/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what determines an atom's characteristics, their behavior and reactivity.

Standards: Review of ones we covered this year.

Student Needs: 

Assessment Plan: Worksheet

Lesson Outline: Discuss the last test > Video NOVA: Hunting the Elements > Pass out worksheets that go along with video, explain each question has the time stamp the question is answered during > Enjoy! > HW: Make sure to have 20 Semester Test questions answered. 

Big Test

Test over bonding, reactions, solutions, acids and bases. HW: Make a 20 question semester test.

Make-Up and Review Day

Review of past material to keep W1 in sync with the other classes.

pH Indicator Lab

Date: 12/4/13 and 12/5/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify what property allows cabbage juice to be used as a pH indicator

Standards: UCP.1-3,5; A.1,2; B.2,3

Student Needs: 

Assessment Plan: Students will arrange their samples in order of increasing pH. 

Lesson Outline: What makes something an acid and what makes something a base? > Have students draw the simplest molecule of C + S > We are going to make our own pH indicator! > Cabbage Juice pH Indicator Lab > Have students arrange the samples they test in order of increasing pH > Semester Test next time

Acids and Bases 1

Date: 12/2/13 and 12/3/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify acids and bases based on the molecular formula and pH.

Standards: UCP.1-3,5; A.1,2; B.2,3

Student Needs: 

Assessment Plan: Ticket-to-leave: students will identify H2SO4 as an acid or base.

Lesson Outline: Ask students to identify C6H12O6 + O2 -> CO2+ H2O > Have students draw a molecule of Se and Cl > Sugar and sulfuric acid demo (?) > Read and take notes over 23.1 and 23.2 > Explain sugar and sulfuric acid > Ticket-to-leave > HW: What makes something a good pH indicator?

Solutions 2

Date: 11/21/13 and 11/22/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain how soap works at a molecular level.

Standards: UCP.1-3,5; A.1,2; B.2; F.2; F.1; G.1

Student Needs: 

Assessment Plan: Ticket to Leave - How does soap work at a molecular level?

Lesson Outline: Se-80 undergoes alpha decay. Steps of the Scientific Method. How many bonds will Bromine form? > Why do we use soap? > Notes over 22.3 and 22.4 > 15-minute research - What are the origins of soap use? > Ticket-to-leave: How does soap work at a molecular level? > HW: Quiz next time

Supersaturated Solution Lab

Date: 11/19/13 and 11/20/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to graph and predict the boiling point increase of water with addition of sodium chloride

Standards: UCP.1-3,5; A.1,2 B.2

Student Needs: 

Assessment Plan: Lab Report With Graph

Lesson Outline: What are the 4 parts of an experiment? How many protons does Aluminum have? What are the 4 types of rxns? > Why do they salt roads when they think they’ll be icy but not when it’s just snow? > Give directions for lab: start with 1g of salt and 30mL of water, measure the temperature the water boils at, repeat for 2g and 3g. Have them put their data on the board then have them graph the averages of their data. Predict the boiling point at 4g and 5g of salt. > Talk about adding salt to water to boil water > 22.3 Section ?s > Read 22.4 How does soap work?

Solutions 1

Date: 11/14/13 and 11/15/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how substances dissolve and what solubility is.

Standards: UCP.1-3,5; A.1,2; B.1-3,6; 

Student Needs: 

Assessment Plan: Ticket-to-leave= students will define in their own words what solubility is.

Lesson Outline: Balance C₃H₈ + O₂ -> CO₂ + H₂O > Draw a molecule of Se and Cl > Ask students what a solution is > Notes over 22.1 > Dissolving demonstations (temp and maybe size) > HW: Read 22.2 Describe the types of solutions and what would affect solubility.

Precipitate Lab

Date: 11/12/13 and 11/13/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double-displacement reaction has taken place.

Standards: UCP.1-3,5; A.1,2; B.2,3,6; G.1-3

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl > explain directions for lab > students do lab > ask students to explain what happened > fill in holes > go through lab report

Chemical Reactions 4

Date: 11/8/13 and 11/11/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe what kind of reaction cellular respiration and photosynthesis are and explain how certain reactions are exergonic and endergonic.

Standards: UCP.1-3,5; A.1,2; B.2,3,6; G.1-3

Student Needs: Writing time

Assessment Plan: Short paper on Cellular Respiration/Photosynthesis and examples of endergonic and exergonic reactions.

Lesson Outline: What kind of mixture is unopened pop, and once it is opened? How many neutrons are in P-31? > Go over Ch. 21 Review > Give directions for the short paper: Classify Photosynthesis and Cellular Respiration and describe them in terms of energy. List some examples of exergonic and endergonic chemical reactions and list their formulas along with what kind of energy is required or given off > Around the Room: one thing you learned > HW: Read 22.1 What do we mean by “dissolving” and what can effect how fast it occurs?

Precipitate Lab

Date: 11/6/13 and 11/7/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to identify when a double-displacement reaction has taken place.

Standards:

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Have students figure out the chemical formula for a compound of potassium nitrate (KNO3) > have students balance an equation of BaCl2 + Na2SO4 -> BaSO4 + 2 NaCl > explain directions for lab > students do lab > ask students to explain what happened > fill in holes > go through lab report

Chemical Reactions 3

Date: 11/4/13 and 11/5/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the terms exergonic, endergonic, exothermic and endothermic in terms of whether it requires energy as a reactant or product.

Standards: UCP.1-3,5; A.1,2; B.2,3; G.1-3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to whether or not fireflies use exergonic or endergonic reactions to make light.

Lesson Outline: Ask students how many H’s would be needed to make a ring of single-bonded C happy > have students balance KCl + Na2SO4 -> K2SO4 + NaCl > Where does the energy from living things burning sugar come from? Notes over 21.3 and 21.4 > thumbs-up/thumbs-down on fireflies > HW: Read Lab Instructions on schoology.

Balancing Quiz

Date: 10/31/13 and 11/1/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to use chemical formulas and mass to balance equations

Standards: UCP.1-3,5; A.1,2; B.2,3; G.1-3

Student Needs: 

Assessment Plan: Quiz on balancing equations

Lesson Outline: Bellringer > Quiz on balancing equations > Marking-the-Text on 21.3 and questions

Chemical Reactions 2

Date: 10/29/13 and 10/30/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the terms exergonic, endergonic, exothermic and endothermic in terms of whether it requires energy as a reactant or product.

Standards: UCP.1-3,5; A.1,2; B.2,3; G.1-3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to whether or not fireflies use exergonic or endergonic reactions to make light.

Lesson Outline: Grade balancing worksheet > Ask students how many H’s would be needed to make a ring of single-bonded C happy > have students balance KCl + Na2SO4 -> K2SO4 + NaCl > Where does the energy from living things burning sugar come from? > Notes over 21.3 and 21.4 > Practice classifying reactions > thumbs-up/thumbs-down on fireflies > introduce solutions

Chemical Reactions 1

Date: 10/25/13 and 10/28/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain how the Law of Conservation of Mass and balancing chemical equations are connected.

Standards: UCP.1-3;,5; A.1,2; B.2,3; G.3

Student Needs: 

Assessment Plan: Ticket to Leave: Balance Ba(NO₃)₂ + K₂SO₄   BaSO₄ + KNO₃

Lesson Outline: Quiz > Review bonding (HNS) > Life is impossible without chemical reactions > Biologically speaking, Life is just a set of chemical reactions > Notes over Chapter 21 Sections 1 and 2 > Practice Balancing Equations > HW: Balancing Worksheet and read 21.3 > Ticket to Leave

Chemical Bonds 4

Date: 10/23/13 and 10/24/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to know what compounds are ionically or covalently bonded and the naming differences between them.

Standards: UCP.1-3,5; A.1-2; B.2,4,6; F.1; G.3

Student Needs: 

Assessment Plan: Thumbs-up/thumbs-down as to where you think you’re at with bonding

Lesson Outline: Review protons, neutrons, total electrons and valence electrons > Discuss test > Practice ionic and covalent bonding and identifying each > Discuss note-taking in 21.1 > thumbs-up/thumbs-down

Chemical Bonds 3

Date: 10/21/13 and 10/22/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to name ionic and covalent compounds

Standards: 9-12.P.1.2

Student Needs: 

Assessment Plan: Worksheet over chemical naming

Lesson Outline: Review the 3 steps of the Kinetic Theory > Have students draw a molecule of CH₄ > Dangers of Dihydrogen oxide > Naming a compound can tell you what elements are involved and sometimes how many atoms of each element > Notes over 20.3 > Practice naming different ionic and covalent compounds > Naming worksheet > Practice bonding

Chemical Bonds 2

Date: 10/16/13 and 10/17/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to draw covalently bonded molecules, predict what changes metals and nonmetals will take, and how many atoms of each element there will be in different compounds and molecules

Standards: UCP.1-3,5; A.1-2; B.2,4,6; F.1

Student Needs: 

Assessment Plan: Ticket to leave: Draw a molecule of C₂H₆

Lesson Outline: Ask students why atoms form bonds > Discuss the energy that was released when the metals from last class were burned > Notes over 20.2 > Practice diagrams of how certain elements form charges and bonds > HW: worksheet > Ticket to leave

Chemical Bonds 1

Date: 10/14/13 and 10/15/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe why atoms form chemical bonds.

Standards: UCP.1-3,5; A.1-2; B.2,4,6

Student Needs: 

Assessment Plan: Ticket to leave: Students will predict how many electrons Oxygen needs to gain to become stable.

Lesson Outline: Ask students how many neutrons are in an atom of K-42 > Ask students what they know about chemical bonds, compounds and molecules > Ask students why atoms form bonds > Notes over Chapter 20 Section 1 > Practice figuring out how atoms reach stability > ask students to predict how many electrons Oxygen needs to gain to become stable > HW: Read 20.2

Element Paper 2

Date: 10/10/13 and 10/11/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe properties of metals, nonmetals and metalloids.

Standards: UCP.1-3,5; A.1,2; B.1,2,3; F.1; G.3

Student Needs: 

Assessment Plan: Research Paper

Lesson Outline: Bellringer > Neutrons in Sulfur-32 and beta decay > How much more time do you need? > Anyone find anything interesting? > Last day to work on paper > Ticket-to-leave list of nonmetal properties

Element Paper 1

Date:10/8/13 and 10/9/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe differences in the properties of metals, nonmetals and metalloids.

Standards: UCP.1-3,5; A.1,2; B.1,2,3; F.1; G.3

Student Needs: 

Assessment Plan: Research Paper

Lesson Outline: Bellringer setup, main idea in short reading selection > Neutrons in Se-79 and alpha decay > Rubric for paper due at the end of the day Friday > Work on papers > Closure: Around-the-room = One thing you learned?

Flame Test Lab

Date: 10/7/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will describe one way to measure the energy stored in a chemical bond.

Standards:

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: Look at electron dot diagrams for the 4 metals. Go over directions for lab. Make changes to directions. Discuss results. Large flame test demo. Thumbs up/thumbs down how’d your group work together?

Chapters 17 and 18 Quiz

Date: 10/2/13 and 10/3/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will show what they know about atomic structure and nuclear reactions. 

Standards: UCP.1-3,5; A.1,2; B.1,2,4

Student Needs: 

Assessment Plan: Quiz over Chapters 17 and 18 on schoology. Research uses for the metals in Columns 1 and 2, write up and post on schoology.

Radioactivity and Nuclear Reactions 3

Date: 9/30/13 and 10/1/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what reaction occurs in a nuclear reactor and identify some uses for radioactive material.

Standards: UCP.1-3,5; A.1,2; B.1,2,4; F.1; G.3

Student Needs: 

Assessment Plan: Think-Pair-Share = what’s one thing you learned today

Lesson Outline: What is the difference between heterogeneous and homogeneous mixtures? P+/N0/E- for Br-80 and P-31 and valence electrons. Am-243 undergoes alpha decay > What are some uses for nuclear reactions or radioactive materials? > Notes over 10.3 and 10.4 > TPS what’s one thing you learned today? > Quiz over chapters 17 and 18 next time.

Radioactivity and Nuclear Reactions 2

Date: 9/26/13 and 9/27/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to predict the products of alpha, beta and gamma decay.

Standards: UCP.1-3,5; A.1,2; B.1,2

Student Needs: 

Assessment Plan: Nuclear Decay Worksheet

Lesson Outline: How many valence electrons does Chlorine have? How many protons? How many neutrons in Chlorine-36? > Tell me about what you read in 18.2. What are the 3 forms of decay? > Notes over 18.1 and 18.2 > Practice nuclear decay reactions > HW: Nuclear Decay Worksheet

Radioactivity and Nuclear Reactions 1

Date: 9/24/13 and 9/25/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain why atomic nuclei decay and what radioactivity is.

Standards: UCP.1-3,5; A.1,2; B.1,2; G.3

Student Needs: 

Assessment Plan: Marking the Text Questions

Lesson Outline: Collect Electron Dot Diagrams > What is the purpose of constants? How many protons does Oxygen have? How many neutrons does Oxygen-15 have? Practice valence shell electrons > What is radioactivity? > Explain how Marking the Text works > Give students time to Mark the Text and answer questions > Tell me about what you read > Notes over 18.1 if time > HW: Read 18.2 Define the 3 main decay methods.

Atoms and the Periodic Table 3

Date: 9/26/14 and 9/29/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to determine how many electrons are in the outer shell of different elements.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: Have students draw the outer shell electrons for different elements

Lesson Outline: Review 3 parts of the Kinetic Theory > Ask students how to determine how many neutrons are in an atom of Uranium-235 > Have students gather in the middle and throw 1 shoe into the middle and tell them to find a way to organize them into rows and columns > Read 17.3 > Notes over Chapter 17.3 > Model electron dot diagrams (full and outer) and practice > HW: proton/neutron/outer shell electron practice > ticket to leave: electron dot diagram of He 

Atoms and the Periodic Table 2

Date: 9/24/14 and 9/25/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be determine the mass of elements and find the number of neutrons of an atom given its element and mass #.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: What are the steps of the scientific method? Is biting a breadstick in half a chemical or physical change? How about digesting it? Boyle’s Law practice > What are the components of an atom, what charge are they, where are they located? > Quark video > Read 17.2 with a partner, taking turns each paragraph > Notes over 17.1 and 17.2 > Practice identifying the # of protons and neutrons for different isotopes > Thumbs up/Thumbs down on where we are at with isotopes > HW: Isotopes Worksheet 

Atoms and the Periodic Table 1

Date: 9/22/14 and 9/23/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will name the components of an atom and where they are located.

Standards: 9-12.P.1.1

Student Needs: 

Assessment Plan: 17.1 Section Review Questions

Lesson Outline: Quiz over Ch. 16 > Why is the Periodic Table shaped like it is? > Read pg. 510, Why has the atomic model changed over time? > Popcorn read 17.1 > Class poll: What are the components of an atom? What charge and where are protons, neutrons and electrons > HW: 15.1 Section Questions pg. 511 (1-5)

Gas Laws 3

Date: 9/12/13 and 9/13/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will design simple tests to show Pascal’s Principle, Archimedes’ Principle, Bernoulli’s Principle, Charles’ Law and Boyle’s Law.

Standards: UCP.1-3,5; A.1,2; B.2,4,5; G.3

Student Needs: 

Assessment Plan: Chapter 16 Review pg. 500-1 (1-14,22-24)

Lesson Outline: Quiz next time > What is a control? Name one chemical property? What are the ways to tell a chemical change has occurred? > Video of sulfur hexafluoride > Demo can crush > Have students design simple tests for Pascal, Archimedes’, Bernoulli’s, Charles’ and Boyle’s Laws/Principles > Discuss > Chapter 16 Review pg. 500-1 (1-14,22-24)

Gas Laws 2

Date: 9/10/13 and 9/11/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will use Charles’ Law and Boyle’s Law to predict changes in gases when volume, temperature or pressure changes.

Standards: UCP.1-3,5; A.1,2; B.2,4,5; G.3

Student Needs: 

Assessment Plan: Worksheet dealing with the Gas Laws

Lesson Outline: What are the 4 parts of an experiment? What is the difference between a physical change and a chemical change? How does distillation work? What is the molecular difference between solids, liquids and gases? > Go over Pascal’s Principle Problems > Notes over 16.3 > Practice using Pascal’s Principle, Charles’ Law and Boyle’s Law > Worksheet over the 3 Laws

Gas Laws 1

Date: 9/6/13 and 9/9/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain Archimedes’ Principle, Bernoulli’s Principle and use Pascal’s Principle to calculate hydraulics problems.

Standards: UCP.1-3,5; A.1,2; B.2,4; G.3

Student Needs: 

Assessment Plan: Worksheet that covers hydraulics (Pascal’s Principle) problems.

Lesson Outline: What are the 4 parts of an experiment? What are chemical changes? What are physical changes? What’s the difference between homogeneous and heterogeneous mixtures? At the molecular level, describe solids, liquids and gases.  > Notes over 16.1 and 16.2 > Notecards with Pascal’s Principle > Practice using the new equation > HW: Pascal's Principle Worksheet > Ticket-to-Leave: Ask students how boats float and how hose-end sprayers work

Classification of Matter 2

Date: 9/4/13 and 9/5/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain the difference between solids, liquids and gases at the molecular and energy level and describe how thermal expansion works.

Standards: UCP.1-3,5; A.1,2; B.2,5,6; G.3

Student Needs: 

Assessment Plan: Around-the-Room: What do the molecules of a solid do? What do the molecules of a liquid do? What do the molecules of a gas do? How does Thermal Expansion work?

Lesson Outline: Quiz over 1.1, 15.1 and 15.2 > Go over quiz answers > Ask students what solids, liquids and gases are? Why do they add breaks in sidewalks? > Read 16.1 as a class > How can you tell a window is old? > Around-the-Room

Classification of Matter 1

Date: 8/30/13 and 9/3/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will identify and define the different types of mixtures.

Standards: UCP.1-3,5; A.1-2; B.2

Student Needs: 

Assessment Plan: Ticket-to-Leave= Why aren’t colloids considered solutions?

Lesson Outline: What are the steps of the Scientific Method? What are the 4 parts of an experiment? What would have been the control in the lab last time? What were the independent and dependent variables? > 15.1 Reading Check on schoology > Ask the students about what they read. > Notes over 15.1 > Ticket to Leave > Read 15.2 for next time and be able to discuss the differences between physical and chemical properties and changes

Intro to Science 2

Date: 8/28/13 and 8/29/13

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice lab techniques and gathering data

Standards: UCP.1-3,5; A.1,2; F.5; G.2

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: What are the steps of the Scientific Method? What are the 4 major parts of an experiment? > Lab Day! > Put students into groups > Go over lab report format > Have a different student read each part of the lab directions giving them time to answer the Research and Hypothesis questions before moving on > Have a student summarize what they need to do > Monitor students > Tell students to save their table and answer the Conclusion questions > Have students share their findings 

Intro to Science 1

Date: 8/26/13 and 8/27/13

Class: Physical Science

Periods: W1, 2, 4 and B2

Outcomes: Students will be able to identify the 4 parts of an experiment and the steps of the Scientific Method.

Standards: UCP.1-3,5; A.1,2; F.5; G.2

Student Needs: 

Assessment Plan: Students will answer questions 1-4 on pg. 13 

Lesson Outline: What is Science? What do scientists do? > Book handout > Fixing a mower scenario > Read pgs. 6-13 > Answer questions 1-4 on pg. 13 > Begin notes over Ch. 1 > Ticket-to-leave: What is the purpose of a control in an experiment?

5/6/13 and 5/7/13

Date: 5/6/13 and 5/7/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will describe how touch screen devices work.

Standards: Modern Physics Advances

Student Needs: 

Assessment Plan: Write up over short research.

Lesson Outline: What is Work? What is Energy? What is Inertia? > Tell me something you learned about light? What is Quantum Physics and Schrodinger’s Cat Minutephysics video > Students will then research two topics: quantum tunneling and LEDs and write a review of what they found. Discuss how this applies to touchscreens and limits on LEDs > Wave Particle Duality Videos > Quantum Mechanics Sixtysymbols video

5/2/13 and 5/3/13

Date: 

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will explain the difference between laser light and lightbulb light. They will also explain why rainbow colors are in the order they are.

Standards:UCP.1-3,5; A.1,2; B.2,6

Student Needs: 

Assessment Plan: Write-ups on videos that explain the properties of light

Lesson Outline: What do we call the rate of change of position? What do we call the rate of change of change of position, or the rate of change of velocity? What are the 3 types of friction? > How do AM and FM radiowaves work differently? > What is light? What does/can light do? > We are going to watch about 11 short videos, during each video and a few minutes afterwards you will have time to write down what they talked about, what you learned. Do this in Pages and submit it to schoology when you’re done. We will discuss each video as well. > Ticket-to-Leave: Explain the difference between laser light and lightbulb light. Why do the rainbow colors exist in the order they do?

4/30/13 and 5/1/13

Date: 4/30/13 and 5/1/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will describe properties of EM waves the different kinds of EM waves.

Standards: UCP.1-3,5; A.1,2; B.2,4,6; D.1

Student Needs: 

Assessment Plan: Explain the difference in how AM and FM waves work?

Lesson Outline: What is the difference between distance and displacement? What are the 3 measurable parts of a wave? What are the 3 ways waves can be changed? > What’s the difference between sound waves and light? > What are Electromagnetic waves? How are they made? If they carry energy, and energy is the ability to do work or cause change, what do they change? What did Hertz and Einstein find? > How fast are radiowaves? > Notes over 12.1 > Assign students into groups. Each group will find the frequency range for their EM wave group and list any special features or uses they have. Discuss as class. > Research and explain the difference in how AM and FM waves work for next time.

4/26/13 and 4/29/13

Date: 4/26/13 and 4/29/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Explain how a radio antennae works

Standards: UCP.1-3,5; A.1,2; B.2,4,6; G.3

Student Needs: 

Assessment Plan: Think-Pair-Share on how radio antennae work.

Lesson Outline: What are Newton’s Three Laws of Motion? What is electrical resistance? What are the 3 ways waves can be changed? > What is the main difference between the instrument families? > What is the Doppler Effect? Discuss and simulation. > Demo on acoustic beats > I will give you until __:____ (30mins) to research how a radio antennae works, jot down notes (usable on test) > Think-pair-share > Close with SixtySymbols Antennae video

4/24/13 and 4/25/13

Date: 4/24/13 and 4/25/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Explain what aspects of a wave pitch and loudness relate to.

Standards: UCP.1-3,5; A.1,2

Student Needs: 

Assessment Plan: Ticket to leave: what key term from 10.3 explains why we can hear sounds from around corners?

Lesson Outline: What basic principle allows an electric motor to work? What is a wave? Tell me about what you learned last time. > Slinky Wave demo in hallway > What are the 3 ways waves can be changed? Gizmo Diffraction Demo > What kind of wave is sound? > Read 11.1 > Discuss pitch and the speed of sound > Ticket to leave: what key term from 10.3 explains why we can hear sounds from around corners?

4/18/13 and 4/19/13

Continue working on Energy Sources Essays. Conclude with small group discussion.

4/16/13 and 4/17/13

Finish test. Grade Test. Introduce and begin work on Energy Sources Essay due 4/22 and 4/23.

4/12/13 and 4/15/13

Test over Chapters 6, 7 and 8

4/9/13 and 4/10/13

Test over Chapters 6, 7 and 8.

4/5/13 and 4/8/13

Date: 4/5/13 and 4/8/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Explain how Electricity and Magnetism are tied together. Prepare for test.

Standards: UCP.1-3,5; A.1,2; B.2,4; D.1,3; G.3

Student Needs: 

Assessment Plan: Ch. 8 Review pg. 250 (1-14, 16)

Lesson Outline: How does a fuse work? What’s the difference between series and parallel circuits? What are two ways to increase the Thermal Energy of a system? > What allows electric motors and generators to work? > Ch. 8 Review pg. 250 (1-14, 16) on paper > Grade in class and discuss questions 24 and 25 > Class discussion about how Electricity and Magnetism are tied together (emphasize that they create each other) > Test next time

Review: How does a fuse work? What’s the difference between series and parallel circuits? What are two ways to increase the Thermal Energy of a system?

Anticipatory Set/Opening: What allows electric motors and generators to work?

Key Points: Changing magnetic fields can create electric currents. An electric current creates a magnetic field around it.

Teaching Input: Asking questions, giving directions.

Modeling: Diagrams, leading discussion

Checking for Understanding: Have students repeat directions, discussing answers.

Guided Practice/Monitoring: Ch. 8 review

Closure: Discussion over how electricity and magnetism are tied together.

Independent Practice: Study, test next time.

Reflection:

4/3/13 and 4/4/13

Date: 4/3/13 and 4/4/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Explain how a generator works and what an electrical transformer is used for.

Standards: UCP.1-3,5; A.1,2; B.2,4; G.3

Student Needs: 

Assessment Plan: Section Review Questions pg. 244 (1-5)

Lesson Outline: What are the 3 ways heat is transferred? How does a lava lamp work? Electrical resistance turns electrical energy into what? > Tell me about what you read in 8.3. Current and Magnets SixtySymbols video > Notes over the rest of Ch. 8 > Section Review questions pg. 244 (1-5) in 15-20mins on paper > Collect answers then discuss >  Ask students how a generator works, discuss> How does a transformer work? Discuss > Review thermal energy and circuit problems if there is time

Review: What are the 3 ways heat is transferred? How does a lava lamp work? Electrical resistance turns electrical energy into what?

Anticipatory Set/Opening: Tell me about what you read in 8.3. Current and Magnets SixtySymbols video

Key Points: A changing magnetic field can produce an electrical current.

Teaching Input: giving directions, asking questions

Modeling: notes, discussion of questions

Checking for Understanding: have students repeat directions, discuss answers

Guided Practice/Monitoring: Section Review questions pg. 244 (1-5) in 15-20mins on paper

Closure: How does a generator work? How does a generator work?

Independent Practice: Start studying chapters 6, 7 and 8

Reflection:

3/22/13 and 3/25/13

Date: 3/22/2013 and 3/25/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain the “path of least resistance” electric currents take.

Standards: UCP.2,3,4; A.1,2; B.2,4

Student Needs: 

Assessment Plan: Ticket-to-leave: Describe in your words what determines the path of least resistance.

Lesson Outline: GPE practice problem. What is Thermal Energy? What is electrical resistance? > Mythbusters episode today once we get through what we need to! > Go over answers to Ch. 7 Review #14 > Practice using ohm’s law (I=V/R) > Mythbusters episode (Lightning through a tongue piercing) > Ticket to Leave > Homework: Answer the worksheet problems on paper

Review: GPE practice problem. What is Thermal Energy? What is electrical resistance?

Anticipatory Set/Opening: Mythbusters episode today once we get through what we need to!

Key Points: The path of least resistance is based on the distance between objects and the resistances of the objects to get the current to the ground.

Teaching Input: Asking questions, giving directions

Modeling: #14 on the board, practice problems

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: practice problems and Mythbusters

Closure: Ticket-to-leave: Describe in your words what determines the path of least resistance

Independent Practice: Ohm’s Law Worksheet

Reflection: