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)