5/7/15 and 5/8/15 Waves Quiz

Date: 5/7/15 and 5/8/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of Waves, Sound, Electromagnetic Waves and Light in a quiz.

Standards: 9-12.P.3.2

Student Needs: Alternate Setting

Assessment Plan: Quiz

Lesson Outline: Bellringer > What is work? What is Energy? > Quiz Setup, open note > Quiz > HW: Write at least 25 questions you think could show up on the final exam, at least 2 from each chapter.

5/5/15 and 5/6/15 Light

Date: 5/5/15 and 5/6/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what light is, properties of light and how a prism works.

Standards: 9-12.P.3.3

Student Needs: 

Assessment Plan: Ticket-to-Leave: What is the difference between laser light and light from a lightbulb?

Lesson Outline: Bellringer > Explain sound to me. > What are the different types of EM waves? What are EM waves? > Notes over Ch. 13 > Videos that showcase different aspects of light, students should take notes on each one and submit these to schoology afterwards > HW: Quiz next time.

List of videos in order:

Wave/Particle Duality 1: https://www.youtube.com/watch?v=Q_h4IoPJXZw

Wave/Particle Duality 2: https://www.youtube.com/watch?v=_riIY-v2Ym8

Speed of Light in Glass: https://www.youtube.com/watch?v=FAivtXJOsiI&list=PL908547EAA7E4AE74&index=18

3D Glasses: http://sixtysymbols.com/videos/3d.htm

Lasers: https://www.youtube.com/watch?v=y3SBSbsdiYg&list=PL908547EAA7E4AE74&index=24

Birefrigence: http://sixtysymbols.com/videos/birefringence.htm

How to See Without Glasses: https://www.youtube.com/watch?v=OydqR_7_DjI&list=PL908547EAA7E4AE74&index=109

Rainbows: http://sixtysymbols.com/videos/rainbows.htm

Why is the Sun Yellow and the Sky Blue: https://www.youtube.com/watch?v=NafbGOQBlQs&list=PL908547EAA7E4AE74&index=115

4/29/15 and 4/30/15 Sound

Date: 4/29/15 and 4/30/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what the Doppler Effect is and why it works.

Standards: 9-12.P.3.2

Student Needs: 

Assessment Plan: Quick-Write: What is the Doppler Effect, what causes it, how do we make it useful?

Lesson Outline: Bellringer > KE and GPE practice problems > What are the measurable parts of a wave? > Tell me about what you read in 11.1 and 11.2 > Notes over Ch. 11 > Doppler Quick-Write > Have students share answers > HW: Read 12.1 pgs 354-359 What are electromagnetic waves? Why do they slow down in air and water? What's a photon?

5/1/15 and 5/4/15 Electromagnetic Waves

Date: 4/29/15 and 4/30/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain what electromagnetic waves are and describe the EM spectrum.

Standards: 9-12.P.3.2

Student Needs: 

Assessment Plan: Paper on what EM waves are and how they are classified.

Lesson Outline: Bellringer > What kind of bond forms between metals and nonmetals? Bond between nonmetals? > What are the measurable parts of a wave? What are reflection, refraction and diffraction? Tell me about pitch and volume. > What is a photon? > One-Day-Paper: What are Electromagnetic waves, tell me properties of the different types of EM waves, how does an antennae work? > HW: Read 13.1 and 13.2 How does a rainbow/prism work and how do we see color?

4/24/15 and 4/28/15 Waves

Date: 4/24/15 and 4/28/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the different parts of a wave, how waves can be changes, how different aspects of sound relate to those waves.

Standards: 9-12.P.3.2

Student Needs: Writing time

Assessment Plan: Quickwrite: What is the Doppler Effect and how is it useful?

Lesson Outline: Bellringer > Velocity and KE practice > What are the parts of a wave? What is the difference between mechanical and non-mechanical waves? > Discuss wave properties and sound > Notes over Ch. 10 > HW: Read 11.1 and 11.2 pgs 290-300 Write down the vocab words and their definitions.

4/22/15 and 4/23/15 Electricity and Magnetism Quiz

Date: 4/22/15 and 4/23/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of electricity and magnetism by taking a quiz.

Standards: 9-12.3.3

Student Needs: Alternate setting/extra time

Assessment Plan: Quiz

Lesson Outline: Bellringer > How many outer-shell e- does Magnesium have? How many e- shells? > Quiz setup > Take quiz > Correct quiz > HW: Read 10.1 and 10.2 What are the important points made in these sections?

4/20/15 and 4/21/15 Magnetism 2

Date: 4/20/15 and 4/21/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how generators and electromagnets work.

Standards: 9-12.3.3

Student Needs: Writing time

Assessment Plan: Think-Pair-Share: Why do we need to convert the alternating current from electrical lines into direct current for our electronics?

Lesson Outline: Bellringer > What is meant by the term voltage? Current? > What is a magnet? > Tell me about what you read in 8.3 > Notes over the rest of Ch. 8 > Electromagnetism demonstrations > Think-Pair-Share: Why do we need to convert the alternating current from electrical lines into direct current for our electronics? > Answer questions 1-6 on pg. 244 and Answer questions 1-14 on pg. 250 > Quiz Next Time

4/16/15 and 4/17/15 Magnetism 1

Date: 4/16/15 and 4/17/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain how an electric motor works.

Standards: 9-12.P.3.3

Student Needs: Alternate setting/extra time

Assessment Plan: Ticket to leave: Why does the flow of electricity need to be reversed in the commutator for an electric motor to work?

Lesson Outline: Bellringer > What is acceleration? What is energy? >  Discuss 8.1 > Read 8.2 as a class > Notes over 8.1 and 8.2 > HW: Read 8.3 pgs. 238-244 How does a generator work?

4/14/15 and 4/15/15 Electricity 2

Date: 4/14/15 and 4/15/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe how circuit breakers work.

Standards: 9-12.P.1.3

Student Needs: Math Help

Assessment Plan: Ohm's Law Worksheet

Lesson Outline: Bellringer > What is Temperature? What is Specific Heat? What is Force? > How do objects become charged? What are current, voltage and resistance? > Tell me about what you read in 7.3 > Notes over 7.2 and 7.3 > Practice Ohm's Law and drawing circuit diagrams > HW: Ohm's Law Worksheet and Read 8.1 pgs. 224-230 What makes something magnetic? How do you make a permanent magnet?

4/10/15 and 4/13/15 Electricity 1

Date: 4/10/15 and 4/13/15

Class: Physical Science

Periods: B2 and W1,2,4

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

Standards: 9-12.P.1.3

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. > HW: Read 7.3 pgs 207 to 213 Tell the difference between series and parallel circuits and how do electric companies know how much to charge you?

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 Tell the difference between series and parallel circuits and how do electric companies know how much to charge you?

Reflection:

4/8/15 and 4/9/15 Thermal Energy Quiz

Date: 4/8/15 and 4/9/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of Thermal Energy by taking a quiz.

Standards: 9-12.P.2.3

Student Needs: Alternate setting

Assessment Plan: Quiz

Lesson Outline: Bellringer > What allows planes to fly? What happens to volume as temperature is decreased? > Give directions for quiz and monitor progress > Grade through short-answer questions > HW: Read 7.1 Describe how an object can become charged.

4/2/15 and 4/7/15 Thermal Energy 3

Date: 4/2/15 and 4/7/15

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.3.1

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: Specific Heat Worksheet, Quiz next time.

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: Specific Heat Worksheet

Reflection: Need to redo Lab directions, lose too many beakers.

3/31/15 and 4/1/15 Thermal Energy 2

Date: 4/2/14 and 4/3/14

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards: 9-12.P.3.1

Student Needs: 

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

Lesson Outline: 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 > HW: Thermal Energy Worksheet

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:

3/27/15 and 3/30/15 Thermal Energy 1

Date: 3/27/15 and 3/30/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will explain the important parts of Convection, Conduction and Radiation

Standards: 9-12.P.3.1

Student Needs: 

Assessment Plan: Students will classify the following based on how they heat food, stove burner, oven, microwave oven

Lesson Outline: What is Kinetic Energy? What is Chemical Potential Energy? What are the 3 parts of the Kinetic Theory? > Look over Section 1 questions then discuss them > Notes over 6.1 > Ask students about what they know about how heat is transferred > Read Section 2 > Put students into 4 groups, each group will be given one of the methods of heat transfer, one group gets insulators, each group will explain how their method works or why certain materials can act as insulators > Think-pair-share: “How do conduction and convection relate to the Kinetic Theory? > HW: Read 6.3 pgs. 172 to 179: Explain how human bodies and refrigerators are similar in processes

Review: What is Kinetic Energy? What is Chemical Potential Energy? What are the 3 parts of the Kinetic Theory? > Look over Section 1 questions then discuss them > Notes over 6.1

Anticipatory Set/Opening: What do you know about how heat is transferred

Key Points: Conduction involves molecules hitting each other, convection involves hotter molecules moving faster becoming less dense and rising above colder molecules, radiation involves electromagnetic energy being emitted

Teaching Input: putting students into groups, giving directions, asking questions

Modeling: Notes, Reading 6.2

Checking for Understanding: Have students repeat directions, 

Guided Practice/Monitoring: Put students into 4 groups, each group will be given one of the methods of heat transfer, one group gets insulators, each group will explain how their method works or why certain materials can act as insulators

Closure: Think-pair-share: “How do conduction and convection relate to the Kinetic Theory?

Independent Practice: Read 6.3 pgs. 172 to 179: Explain how human bodies and refrigerators are similar in processes

Reflection:

3/25/15 and 3/26/15 Work and Machines Quiz

Date: 3/25/15 and 3/26/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their knowledge of Work and Machines on a quiz.

Standards: 9-12.P.2.3

Student Needs: Separate setting.

Assessment Plan: Quiz

Lesson Outline: Bellringer > Review Covalent bonding with N and O > Do a Work problem on the board > Go through instructions for the quiz and check students' notecards > Give quiz > Once all are handed in, go over answers > HW: Read 6.1 pgs 158-163 What is Thermal Energy? What is Temperature? What is Specific Heat?

3/23/15 and 3/24/15 Work and Machines Review

Date: 3/23/15 and 3/24/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe Work and how Simple Machines change force.

Standards: 9-12.P.2.3

Student Needs: 

Assessment Plan: Ticket to Leave

Lesson Outline: Bellringer > Review types of bonds and distance/displacement > Today isn't about points or a grade, today is about making sure all of us have a good understanding of the material in Chapter 5. Your job is to make sure everyone can get an A or B next class on the quiz. To do so, I will give you a copy of the quiz. The questions will be out of order and numbers in the calculation problems will be changed. You can go through it all as a class, split up into groups, the big thing is to make sure everyone is ready to go for the quiz next class. > Monitor students and redirect behaviors as they organize and go about reviewing the material. > When there are 10 minutes left bring them all together and have them answer these 3 questions on schoology: What material was difficult before do you think you understand better now? What material do you still feel uncomfortable with? Do you think a review session like today was beneficial, why or why not?

Reflection:
W1: Mostly worked individually, quite a bit of March Madness conversation.
W2: First half only used notes/textbook, last half had quiz to work with. Worked in pairs, still a lot of off task behavior.
W4: Some individuals, groups of 3-4. A lot of off-task behavior. 3 students playing chess. *Not enough can handle self-directed activities*
B2: One small group, otherwise individual. Asked the class to focus on studying and it became all individual work. Once quizzes were handed out, they still worked individually.

Idea needs a lot of accountability added to it (stay in assigned seats, assign a class leader to direct studying/discussion)

3/18/15 and 3/19/15 Work and Machines 3

Date: 3/18/15 and 3/19/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will examine what effect IMA has on the amount of work done.

Standards: 9-12.P.3.1

Student Needs: Time management

Assessment Plan: Work Lab Report

Lesson Outline: Bellringer > Force, weight and GPE practice problems. What are the steps of the scientific method? > How do we find the IMA of a pulley system? Of an inclined plane? > LAB DAY!!! > Direct students on the first parts of the lab/lab report. Have students explain directions. Monitor progress. > Have students explain their results and afterwards as a class discuss any trends they notice. > HW: Quiz Next Time over Ch. 5 and previous equations

3/16/15 and 3/17/18 Work and Machines 2

Date: 3/16/15 and 3/17/18

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what work is, how machines make work easier and calculate the IMA for a wheel and axle, lever, pulley and inclined plane.

Standards: 9-12.P.3.1

Student Needs: Writing time and Math help

Assessment Plan: Work and IMA worksheet

Lesson Outline: Bellringer > Acceleration and Force problems. What are the 3 types of potential energy? > Why do we use crowbars and the claw of hammers to remove nails from boards rather than just pulling them out by hand? > Notes over Ch. 5 > Add equations to notecard. > Practice problems > HW: Work and IMA Worksheet

3/11/15 and 3/12/15 Bridge Wrap-Up

Date: 3/11/15 and 3/12/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to explain what work is, how machines make work easier and calculate the IMA for a wheel and axle, lever, pulley and inclined plane.

Standards: 9-12.P.3.1

Student Needs: Writing time and Math help

Assessment Plan: Work and IMA worksheet

Lesson Outline: Bellringer > Acceleration and Force problems. What are the 3 types of potential energy? > Why do we use crowbars and the claw of hammers to remove nails from boards rather than just pulling them out by hand? > Finish testing bridges > Video on Wood > HW: Finish Wood worksheet.

3/9/15 and 3/10/15 Bridge Testing Day!

Date: 3/9/15 and 3/10/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will calculate what mass their bridges held and looking at video see which parts experienced the most stress.

Standards: 9-12.P.2.2

Student Needs: Time management

Assessment Plan: BRIDGE TESTING!!!! and Reflection Paper

Lesson Outline: Bellringer > Gallery walk of everyone's bridges > Vote on whose they think will hold the most weight > TEST BRIDGES > Go over directions for reflection paper and finding efficiency > HW: Work on reflection paper.

3/3/15 and 3/4/15 Bridge Project 4

Date: 3/3/15 and 3/4/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will identify which parts of their bridge will experience the most force.

Standards: 9-12.P.2.2

Student Needs: Material management

Assessment Plan: Ticket-to-leave How much weight do you think your bridge will be able to hold?

Lesson Outline: Bellringer > Practice a force equation. What is the difference between force and weight? > Last day to finish and tweak your bridges. Testing starts next class. > Monitor student progress. > Make sure students have their names on their bridges or know how to accomplish that. > Talk about the Tacoma bridge and why suspension bridges have different strengths and weaknesses than fixed frame bridges. > HW: Finish bridges and have them turned in on Monday/Tuesday. 5.1 Reading Purpose Read pgs. 126-131 What is the difference between work, energy and power?

3/5/15 and 3/6/15 Work and Machines 1

Date: 3/5/15 and 3/6/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Describe how machines make Work easier and the purpose of each of the 6 simple machines.

Standards: 9-12.P.2.3

Student Needs: 

Assessment Plan: Groups present their machine type

Lesson Outline: Velocity problem and KE problem > What do machines do? > Why do screwdrivers have handles? > Put students into 6 groups > Give each student a machine type > Tell them to read about their machine > When everyone is done reading, tell them they are going to teach their classmates about their machine > They will need what is their machine, a simple diagram of it, parts of their machine, equations involved with it, what is the machine used for and non-book examples > Start notes > HW: Ch. 5 Review pg. 152 (1-17)

Review: Make up a velocity practice problem and a kinetic energy practice problem

Anticipatory Set/Opening: Ask students about 5.2, and what purpose does the handle of a screwdriver serve?

Key Points: 6 types of simple machines: lever, pulley, wheel and axle, inclined plane, wedge and screw

Teaching Input: Asking questions, putting students into groups, giving directions

Modeling: Show screwdriver, different levers

Checking for Understanding: Have students repeat directions

Guided Practice/Monitoring: making presentations

Closure: Go back to why do screwdrivers have handles?

Independent Practice: Ch. 5 Review pg. 152 (1-17)

2/27/15 and 3/2/15 Bridge Project 3

Date: 3/3/15 and 3/4/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice constructing scaled models of bridges.

Standards: 9-12.P.2.2

Student Needs: Organization

Assessment Plan: Ticket-to-Leave

Lesson Outline: Bellringer > Review of Scientific Method > Have students talk about something they've learned from the project so far > Continue building > Ticket-to-Leave: What's the hardest part about making joints? > HW: Keep working

2/25/15 and 2/26/15 Bridge Project 2

Date: 2/25/15 and 2/26/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to point out which parts of their bridge will experience the most force.

Standards: 9-12.P.2.2

Student Needs: Writing time

Assessment Plan: Round-the-Room

Lesson Outline: Bellringer > Parts of an experiment review > Explain the rules for building (knife and glue use and consequences) > Students will have time to work on bridges. > Round-the-Room: Point out which parts of the bridge will experience the most force > HW: Continue building

2/23/15 and 2/24/15 Bridge Project 1

Date: 2/23/15 and 2/24/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will practice the engineering concept of drafting and design by drawing a to-scale plan of their bridges. 

Standards: 9-12.P.2.2

Student Needs: Organization

Assessment Plan: Check where the plans are.

Lesson Outline: Bellringer > Where do you find protons, electrons and neutrons? What are the 2 main types of bonds? > Continue to get students' graph paper ready. Show them an example of a completed bridge plan. Give them a chance to work on theirs. Check around to see where they're at. When most are done, let them begin to discuss things with their partners. Closure: What's been the hardest part of designing? HW: Have a completed plan ready for next time, a picture taken of it and uploaded to schoology.

2/19/15 and 2/20/15 Energy Quiz

Date: 2/19/15 and 2/20/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will demonstrate their understanding of Energy.

Standards: 9-12.P.2.1

Student Needs: Alternate Setting

Assessment Plan: Quiz

Lesson Outline: Quiz over Chapter 4 Energy. HW: Read through Bridge Contest packet. Start sketching design ideas.

2/17/15 and 2/18/15 Energy 3

Date: 2/17/15 and 2/18/15

Class: Physical Science

Periods: B2 and W1,2,4

Outcomes: Students will calculate GPE and KE of falling objects and diagram changes in GPE and KE of a pendulum.

Standards: 9-12.P.2.1

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Ask students What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy? > Lab Activity (falling and pendulum) > HW: Ch. 4 Review pg. 120-121 (1-12, 14,15)

Review: Ask students What is Energy? What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy?

Anticipatory Set/Opening: Pendulum in the middle of the room

Key Points: As things fall, their GPE is transformed into KE, pendulums and swings involve several changes in energy

Teaching Input: asking review questions, giving directions for lab: measure a certain height and mark it on the wall (aim for between 2m and 3m) > time how long it takes for the object to fall that distance > calculate the GPE of the object using mgh and then KE using the average speed as it fell so d/t to get v then 0/5mv^2 > demonstrate pendulum

Modeling: Demonstrate setup, calculations and pendulum

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Lab activity and practice problems

Closure: Discuss why pendulums stop and why their GPE’s and KE’s might not match

Independent Practice: Partner up on Ch. 4 Review

2/12/15 and 2/13/15 Energy 2

Date: 2/12/14 and 2/13/14

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will calculate GPE and KE of falling objects and diagram changes in GPE and KE of a pendulum.

Standards: 9-12.P.2.3

Student Needs: 

Assessment Plan: Lab report

Lesson Outline: Ask students What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy? > Notes over Ch. 4 > Lab Activity (falling and pendulum) > Finish Ch. 4 Review

Review: Ask students What is Energy? What is Kinetic Energy? What is Potential Energy? What are the 3 forms of Potential Energy?

Anticipatory Set/Opening: Pendulum in the middle of the room

Key Points: As things fall, their GPE is transformed into KE, pendulums and swings involve several changes in energy

Teaching Input: asking review questions, giving directions for lab: measure a certain height and mark it on the wall (aim for between 2m and 3m) > time how long it takes for the object to fall that distance > calculate the GPE of the object using mgh and then KE using the average speed as it fell so d/t to get v then 0.5mv^2 > demonstrate pendulum

Modeling: Demonstrate setup, calculations and pendulum

Checking for Understanding: have students repeat directions

Guided Practice/Monitoring: Lab activity and practice problems

Closure: Discuss why pendulums stop and why their GPE’s and KE’s might not match

Independent Practice: Partner up on Ch. 4 Review

2/10/15 and 2/11/15 Energy 1

Date: 2/10/15 and 2/11/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe the different forms of Potential Energy and describe the Law of Conservation of Energy in a swing and the human body.

Standards: 9-12.P.2.3

Student Needs: 

Assessment Plan: Text-dependent questions

Lesson Outline: How are momentum and inertia related? > Acceleration problem > What are the 4 parts of an experiment? > What is Energy? > Think-Pair-Share: What are the different forms of Potential Energy? How would you explain Kinetic Energy? What is the relationship between Kinetic Energy and momentum? > Text-dependent questions over 4.2 > Discuss answers with partner > Share answers > Ticket to leave: Can there ever be a perfect machine? HW: Ch. 4 Review pg.120 (1-12)

2/6/15 and 2/9/15 Bullet Drop Mythbusters

Date: 2/615 and 2/9/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will be able to describe why horizontal velocity has no effect on vertical velocity.

Standards: 9-12.P.2.1

Student Needs: 

Assessment Plan: Quick write on how Newton's three laws effected the knock your socks off experiment.

Lesson Outline: Bellringer > Discuss Newton's three laws and gravity > Describe the bullet drop scenario > Watch Mythbusters episode > Knock Your Socks Off assignment on schoology > Discuss bullet drop > HW: Explain Newton's Cradle 

2/4/15 and 2/5/15 Forces Quiz

Date: 2/4/15 and 2/5/15

Class: Physical Science

Periods: W1,2,4 and B2

Outcomes: Students will show what they've learned about forces and Newton's three Laws of Motion.

Standards: 9-12.P.2.1

Student Needs: Alternate setting

Assessment Plan: Quiz

Lesson Outline: Bellringer > How many protons does Chlorine have? > Centripetal force demo > Quiz over Ch. 3 > Go over quiz > Moving on to energy, we've been talking about force, how are force and energy related? > HW: Read 4.1 pgs 100-105 What are some different forms of energy? What is the difference and what is the same between the energy of something moving and the energy of something above a surface?

2/2/15 and 2/3/15 Forces 3 and Lab

Date: 2/2/15 and 2/3/15

Class: Physical Science

Periods: W1,2,4 and B2

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: 9-12.P.2.1

Student Needs: 

Assessment Plan: Lap Report

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? > Forces Lab > Notes over Ch. 3 Sections 2 and 3 > Ticket-to-leave: Draw a diagram showing what happens during a push-up and explain in words why the person “pushes themselves upward” > HW: Study for quiz

1/27/15 and 1/28/15 Force 1

Date: 1/27/15 and 1/28/15

Class: Physical Science

Periods: W1,2,4 and B2

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

Standards:9-12.P.2.1

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 to get up to that velocity? > Vectors video > What do you think friction is? > Notes over Ch. 3 Sec. 1 > Put force equation on notecard > HW: Read Sec. 2 pages 75-82 What is the difference between mass and weight? Why do thrown objects follow a curved path?

1/23/15 and 1/26/15 Motion Quiz

Quiz over Ch. 2
HW: Read 3.1 pgs 68-74 What is force? What is the equation for force? What is friction and how is it similar to air resistance?

1/21/15 and 1/22/15 Motion 3

Date: 1/21/15 and 1/22/15

Class: Physical Science

Periods: B2 and W1,2,4

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

Standards: 9-12.P.2.1

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 > Practice using equations > 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 > HW: Quiz next time.

1/16/15 and 1/20/15 Motion 2

Date: 1/16/15 and 1/20/15

Class: Physical Science

Periods: B2 and W1,2,4

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

Standards: 9-12.P.2.1

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 > Notes over 2.1 and 2.2 > “Can you have a change in acceleration without a change in speed?” > Discuss the question > 2.2 Section Questions pg. 51 (1-7) > HW: Reading Ch. 2 Sec 3 pages 52-56 How does acceleration factor in to Newton's First Law of Motion?

Teacher Reflection: Should do more to distinguish between force and acceleration and go in to what causes the other.