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: