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:

3/20/13 and 3/21/13

Date: 3/20/2013 and 3/21/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will explain the difference between series and parallel circuits and how Electrical Energy and Electrical Power is calculated.

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

Student Needs: 

Assessment Plan: Ch. 7 Review (summative)

Lesson Outline: force problem, thermal energy problem > Theremin video > Notes over 7.2 and 7.3 > Ch. 7 Review pg. 218 (1-13) > Grade Review > Do 14 individually

Review: force problem, thermal energy problem

Anticipatory Set/Opening: SixtySymbols Theremin video

Key Points: Series circuits have one loop, parallel have multiple loops; EE = VI, EP = EEt

Teaching Input: giving notes, asking questions

Modeling: Notes, Review setup, first part of 14

Checking for Understanding: Grading review, have students repeat directions

Guided Practice/Monitoring: Ch. 7 Review

Closure: Why are houses setup as a combination of series and parallel circuits?

Independent Practice: 14 from the review

Reflection:

3/18/13 and 3/19/13

Date: 3/18/2013 and 3/19/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Describe the concepts of Voltage, Current and Resistance and how they are related.

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

Student Needs: Reading help

Assessment Plan: Ticket-to-leave=Explain in words how voltage, current and resistance are related.

Lesson Outline: How do you find the number of neutrons in an atom? How many protons are in an atom of Oxygen? What force causes an object to move in a circular motion? > Ask students to explain what they learned from 7.1 guiding students towards how things become negatively and positively charged and the 2 ways things become charged > Ask students how charges can be made useful. > Notes over 7.1 > Read 7.2 as a class > Answer questions 1-3,5 > Discuss answers as a class > Ticket-to-leave=Explain in words how voltage, current and resistance are related.

Review: How do you find the number of neutrons in an atom? How many protons are in an atom of Oxygen? What force causes an object to move in a circular motion?

Anticipatory Set/Opening: Ask students to explain what they learned from 7.1 guiding students towards how things become negatively and positively charged and the 2 ways things become charged. Ask students how charges can be made useful.

Key Points: 

Teaching Input: Asking questions, giving directions, choosing students to read, leading discussions

Modeling: Read the first paragraph, diagrams and practice problems on board

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Reading and section review questions

Closure:  Ticket-to-leave=Explain in words how voltage, current and resistance are related.

Independent Practice: Read 7.3 pgs 207 to 213.

Reflection:

3/13/13 and 3/14/13

Date: 3/13/2013 and 3/14/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Explain how objects become charged and how charges exert forces on each other.

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

Student Needs: 

Assessment Plan: Questions at the end of the printed text packet.

Lesson Outline: What is Thermal Energy? What is Temperature? What are the 3 ways heat is transferred? Which one doesn’t require matter? > Who has ever been shocked by a door knob or another person? What are electric charges? What happens to a balloon when it is rubbed on hair? > Students will individually follow the Mark-the-Text guidelines for the printed packets > Once everyone is done they can compare their marking with a neighbor > They should then answer the questions on the last 2 pages > When everyone is done they may compare with 1 neighbor > Ask students how charges can be made to do work?

Review: What is Thermal Energy? What is Temperature? What are the 3 ways heat is transferred? Which one doesn’t require matter?

Anticipatory Set/Opening: Who has ever been shocked by a door knob or another person? What are electric charges? What happens to a balloon when it is rubbed on hair?

Key Points: Like charges repel. Some materials will give up or take electrons to/from other materials.

Teaching Input: Giving directions, asking questions

Modeling: Model Marking the text for the first paragraph

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: Marking the text

Closure: Ask students how charges can be made to do work?

Independent Practice: Read Ch.7 Section 2 pgs. 200-205 answer: Why do we make electrical wires as thin as possible?

Reflection:

3/11/13 and 3/12/13

Date: 3/11/13 and 3/12/13

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will experience using a calorimeter and which has a greater effect on heating: conduction or radiation.

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

Student Needs: 

Assessment Plan: Lab Report

Lesson Outline: How do you know how many protons an atom has? What are the 3 ways thermal energy is transferred? Which ones require matter? Which one involves no movement of matter? > We are doing a lab today. > Go over directions for lab > Model the lab setup > Students complete lab and lab report and put data up on the board > Discuss lab results > Was there a difference between the temps and the temperature changes for the different cup materials? > Assign homework: Ch. 6 Review pg. 184 (1-15)

Review: How do you know how many protons an atom has? What are the 3 ways thermal energy is transferred? Which ones require matter? Which one involves no movement of matter?

Anticipatory Set/Opening: Lab Day, ask about their hypothesis answers.

Key Points: 

Teaching Input: Giving directions, assigning groups, asking questions

Modeling: Lab setup

Checking for Understanding: Ask students to explain directions

Guided Practice/Monitoring: Lab

Closure: Discuss lab results

Independent Practice: Ch. 6 Review pg. 184 (1-15)

Reflection:

3/6/13 and 3/7/13

Date: 3/6/2013 and 3/7/2013

Class: Physical Science

Periods: B2,3 and W1,3,4

Outcomes: Students will describe how heat can be made useful.

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

Student Needs: 

Assessment Plan: Students will write down how a refrigerator works.

Lesson Outline: B1,B2,W3 Quiz > What is the Law of Conservation of Energy? How can you tell how many outershell electrons an element has? If I give you mass and acceleration, what can you find? > Drinking Bird video > What are the 3 ways heat is transferred? Heat always flows from where to where? > Notes over sections 2 and 3 > Individual Project: write down research on how a refrigerator works, the parts involved and draw a diagram of it

Review: What is the Law of Conservation of Energy? How can you tell how many outershell electrons an element has? If I give you mass and acceleration, what can you find?

Anticipatory Set/Opening: SixtySymbols Drinking Bird Video. What are the 3 ways heat is transferred? Heat always flows from where to where?

Key Points: The amount of heat gained by a system is equal to the work done on it, heat ALWAYS moves from things with more thermal energy to things with less thermal energy.

Teaching Input: asking questions, giving directions, lecture

Modeling: Diagrams on board

Checking for Understanding: have students repeat directions, have students explain how refrigerators work

Guided Practice/Monitoring: Refrigerator research

Closure: Discussion over whether refrigerators violate the laws of thermodynamics

Independent Practice: Thermal Energy Worksheet

Reflection: