1/30/13 and 1/31/13

Date: 1/30/2013 and 1/31/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain how horizontal velocity effects acceleration due to gravity.

Standards:

Student Needs: 

Assessment Plan: Thumbs-up/down

Lesson Outline: Review basic definition of velocity and acceleration > discuss why things are weightless in orbit > grade test > Mythbusters dealing with dropping a bullet at the same time one is shot and when they hit the ground

Review: Review basic definition of velocity and acceleration

Anticipatory Set/Opening: Moving into energy of objects, Mythbusters, everything falls at the same acceleration

Key Points: gravity tries to accelerate everything down at the same rate of -9.8m/s²

Teaching Input: giving directions and asking questions

Modeling: diagrams on board

Checking for Understanding: ask students for answers and to repeat directions

Guided Practice/Monitoring: Mythbusters video

Closure: Thumbs-up/down on how you feel about force and acceleration

Independent Practice: Read Ch. 4 Sec. 1 pgs 100-105 Be able to describe how Kinetic Energy and Potential Energy are related.

Reflection:

1/28/13 and 1/29/13

Test

1/22/13 and 1/23/13

Date: 1/22/2013 and 1/23/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able draw a vector diagram and explain what happens when a person does a push up (assuming it’s not Chuck Norris).

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

Student Needs: 

Assessment Plan: Ticket-to-leave: Draw a diagram showing what happens during a push-up and explain in words why the person “pushes themselves upward”

Lesson Outline: What direction is the frictional force if an object moves to the left? If the applied force is 10N but the net force is 8N, what is the frictional force? > Why does a football move in an arc? How does a rocket work? > Notes over Ch. 3 Sections 2 and 3 > Practice calculations problems > Ticket-to-leave: Draw a diagram showing what happens during a push-up and explain in words why the person “pushes themselves upward”

Review: What direction is the frictional force if an object moves to the left? If the applied force is 10N but the net force is 8N, what is the frictional force? 

Anticipatory Set/Opening: Why does a football move in an arc? How does a rocket work?

Key Points: Equal and opposite forces aren’t always balanced because of inertia, conservation of momentum

Teaching Input: giving directions, asking questions, giving notes

Modeling: Diagrams on board, practice problems

Checking for Understanding: Have students repeat directions and randomly call on students to explain things in their own words

Guided Practice/Monitoring: Practice calculations

Closure: Ticket-to-leave: Draw a diagram showing what happens during a push-up and explain in words why the person “pushes themself upward”

Independent Practice: Study and finish problems

Reflection:

1/24/13 and 1/25/13

Date: 1/17/13 and 1/18/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to draw vector diagrams for various situations.

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

Student Needs: 

Assessment Plan: Students will complete vector diagrams for the lab they completed last time.

Lesson Outline: An object moves 3km to the South in 15s, what is the object’s velocity. If it then takes the object 5s to go from that velocity to a stop, what is the object’s acceleration? > When you apply the brakes on a car, what direction is the acceleration in? What direction is the net force? What direction is the velocity? > Present various situations and draw vector diagrams for them > Have students draw vector diagrams showing velocity and force for their lab from last class > Ch. 3 Review pg. 94 (1-14) 

Review: An object moves 3km to the South in 15s, what is the object’s velocity. If it then takes the object 5s to go from that velocity to a stop, what is the object’s acceleration?

Anticipatory Set/Opening: When you apply the brakes on a car, what direction is the acceleration in? What direction is the net force? What direction is the velocity? 

Key Points: Vector diagrams help communicate what happens when forces, accelerations or velocities change

Teaching Input: Giving directions, asking questions

Modeling: Example vector diagrams

Checking for Understanding: have students explain in their words what a vector diagram is

Guided Practice/Monitoring: Vector diagram drawing

Closure:  Have students draw vector diagrams showing velocity and force for their lab from last class

Independent Practice: Ch. 3 Review pg. 94 (1-14)

Reflection:

1/15/13 and 1/16/13

Date: 1/15/2013 and 1/16/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will gain experience using electronic science probes. Using acceleration of an object, students will calculate the force being exerted on an object. 

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

Student Needs: 

Assessment Plan: Students will complete a lab report and answer the question: which is an easier way to change force, changing mass or changing acceleration?

Lesson Outline: What is velocity and acceleration? > An object moves 50m to the left in 4s, what is the velocity of the object? If it took the object 8s to go from rest to that velocity, what is its acceleration? > LAB DAY! > We can use electronic probes to measure acceleration and force, and we will compare both tools > What is force? > Assign students into groups > Give directions for lab > Model lab setup > Students do lab > Go over calculations f=ma and lab report format > Ask students what they thought had a bigger impact on changing force, changing mass or changing acceleration>

Review: What is velocity and acceleration? > An object moves 50m to the left in 4s, what is the velocity of the object? If it took the object 8s to go from rest to that velocity, what is its acceleration?

Anticipatory Set/Opening: LAB DAY! > We can use electronic probes to measure acceleration and force, and we will compare both tools > What is force?

Key Points: F=ma; accelerometers measure acceleration and force gauges measure force

Teaching Input: Assign students into groups > Give directions for lab > Go over calculations f=ma and lab report format

Modeling: Model lab setup and sample calculations

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Students will do the lab

Closure: Ask students what they thought had a bigger impact on changing force, changing mass or changing acceleration

Independent Practice: Read Ch. 3 Sec. 3 pgs 83-88

Reflection:

1/11/12 and 1/14/12

Date: 1/11/2012 and 1/14/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will explain the relationship between mass, acceleration and force. They will also explain friction in terms of force and direction.

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

Student Needs: 

Assessment Plan: Ticket to leave: Draw a vector diagram showing velocity and force for an object that is slowing down.

Lesson Outline: Individually, figure out the velocity of an object that travels 10m to the right in 5s > What is the acceleration of the object if it took 4s too get up to that velocity? > Vectors video > What do you think friction is? > Read Ch. 3 Sec. 1 pages 68-74 and write about how friction effects net force > Notes over Ch. 3 Sec. 1 > Put force equation on notecard > Read Sec. 2 pages 75-82

Review: Individually, figure out the velocity of an object that travels 10m to the right in 5s > What is the acceleration of the object if it took 4s too get up to that velocity?

Anticipatory Set/Opening: Vectors video > What do you think friction is?

Key Points: f=ma; friction is a force in the opposite direction of movement

Teaching Input: asking questions, giving directions, explaining video

Modeling: equations in Review and the new force equation

Checking for Understanding: have students repeat directions, writing about how friction effects net force

Guided Practice/Monitoring: Read Ch. 1 and answer question

Closure: discuss how friction and air resistance are related

Independent Practice: Read Ch. 3 Sec 2 pgs 75-82

Reflection:

1/9/12 and 1/10/12

Date: 1/9/2012 and 1/10/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to determine distance and displacement and calculate speed, velocity and acceleration.

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

Student Needs: 

Assessment Plan: Students will discuss which was more useful for the activity: speed or acceleration and distance or displacement

Lesson Outline: Ask students what distance, displacement, speed and velocity are > Give directions for the activity: as a class we will measure the distance from the end of our hallway to the end of the opposite hallway > Once that is finished, groups will send a representative to be timed walking/jogging to the other end of the hallway and back > Once they have their times, they will calculate their average speed > we will then discuss the net velocities for different parts of their path > practice calculating acceleration > Students will discuss which was more useful for the activity: speed or acceleration and distance or displacement

Review: Ask students what distance, displacement, speed and velocity are

Anticipatory Set/Opening: Everyone gets a meter stick and there could be some running involved

Key Points: speed is distance/time; acceleration is speed/time

Teaching Input: Giving directions, explaining acceleration

Modeling: Demonstrate calculations

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Activity

Closure:  Students will discuss which was more useful for the activity: speed or acceleration and distance or displacement

Independent Practice: Ch. 2 Review

Reflection:

1/7/12 and 1/8/12

Date: 1/7/2012 and 1/8/2012

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain the difference between distance and displacement and speed and velocity and what acceleration is.

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

Student Needs: 

Assessment Plan: Ticket to leave: Students will describe in their own words the difference between distance/displacement and speed/velocity

Lesson Outline: Review parts of an atom and how many electron shells and valence electrons Chlorine has > Ask students to demonstrate the difference between distance and displacement > Ask students to explain the reading for today > Students will read Ch. 2 Section 2 pages 47-51 and answer the question “Can you have a change in acceleration without a change in speed?” > Discuss the question > Assign Reading Ch. 2 Sec 3 pages 52-56

Review: Review parts of an atom and how many electron shells and valence electrons Chlorine has 

Anticipatory Set/Opening: Ask students to demonstrate the difference between distance and displacement

Key Points: Speed is a change in distance per unit time, velocity is speed with the direction included.

Teaching Input: Asking questions, assigning reading

Modeling: Physically showing the differences between speed/acceleration, diagrams on board

Checking for Understanding: ask students to repeat directions, have students explain the reading

Guided Practice/Monitoring: in-class reading

Closure:  Ticket to leave: Students will describe in their own words the difference between distance/displacement and speed/velocity

Independent Practice: Read Ch. 2 Sec 3 pages 52-56

Reflection:

1/3/13 and 1/4/13

Date: 1/3/2013 and 1/4/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will be able to explain the difference distance and displacement.

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

Student Needs: Diagrams for visual learners.

Assessment Plan: Have students demonstrate visually the difference between distance and displacement.

Lesson Outline: Finish movie > Ask students the 6 steps of the scientific method, parts of an atom, how many outer-shell electrons carbon has > Students will start reading Ch. 2 Section 1 > Their assignment is to compare and contrast, in their own words, the difference between distance and displacement > students will then finish reading the section

Review: Ask students the 6 steps of the scientific method, parts of an atom, how many outer-shell electrons carbon has

Anticipatory Set/Opening: What do you think physics is? Moving on to working with physical things

Key Points: Distance is the total amount traveled, displacement is the difference between your starting and ending points

Teaching Input: Asking questions, giving directions for assignment

Modeling: Demonstrating distance and displacement walking

Checking for Understanding: Have students repeat directions and give their definitions for distance and displacement

Guided Practice/Monitoring: Reading

Closure: Show me distance and displacement

Independent Practice: Finish Reading Ch. 2 Sec. 1

Reflection: