Honors Physical Science (Period 2) Assignments

1. Virtual Lab: Covalent Bonds http://www.glencoe.com/sites/common_assets/science/virtual_labs/E20/E20.html
   1. Students will complete a virtual lab that builds on prior knowledge of subatomic particles, especially the electron.
   2. Students will be expected to keep a table of results and answer journal questions at the end of the lab.

Monday, April 1

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

PS 1.5 Trace the development of the modern atomic theory to describe atomic particle properties and position.

Focus:  Review the concepts of thermal energy transfer that were learned before spring break.

                Introduce Unit 6:  Atoms and Elements

Objective:  I can review the concepts of thermal energy transfer. I can calculate the energy transferred from one object to another using the equation E = mC_pΔT.

Bell Work: 

1. A down jacket keeps your body warm mostly by reducing which form of heat transfer; conduction, convection, or radiation?
2. How much energy, in joules, does it take to raise the temperature of 10 kg to concrete from 0 °C to 15 °C?

Lesson:

1. Students will complete a 20-question review packet over thermal energy.
2. We will review the packet together as a class.
3. Video introduction on the atom: https://www.youtube.com/watch?v=LhveTGblGHY

Closer:  Exit Ticket to be completed in their interactive notebook.

1. How do we know atoms exist?

 

Tuesday, April 2

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

PS 1.5 Trace the development of the modern atomic theory to describe atomic particle properties and position.

Focus:  Quiz over thermal energy.

                History of the atomic theory, what an atom is, and its atomic structure.

Objective:  I can demonstrate my understanding of thermal energy transfer via a quiz. I can trace the history of discoveries that led to the development of the modern atomic theory.

Bell Work:  Take a look at the food labels around the room and compare the ingredient label and nutrition label to the periodic table of elements. Write down any similarities you see.

Lesson:

1. Quiz over thermal energy.
2. Read Chapter 14.1 pages 314 – 320
3. Using a legal sized sheet of paper create a timeline of the atomic theory.
   14. Use chapter 14.1 AND the video from yesterday (https://www.youtube.com/watch?v=LhveTGblGHY)

Closer:  Exit Ticket to be completed on a post-it note.

1. Sketch an atom that has 3 protons, 3 electrons, and 3 neutrons according to modern science.
2. Which particle within an atom has no charge?
3. Which scientists discovered that atoms were mostly empty space?

Homework:  Complete 14.1 Review page 321 1-9

 

Wednesday, April 3

Standard:  PS 1.5 Trace the development of the modern atomic theory to describe atomic particle properties and position.

Focus:  Atomic structure

Objective:  I can correctly identify the number of protons, neutrons, and electrons in one atom of any element on the periodic table of elements. I can model the structure of an atom using a Bohr’s Model and a Lewis Dot Model.

Bell Work: 

1. What three particles make up an atom?

Lesson:

1. Direct instruction over the structure of atoms and the atomic theory.
2. Go over 14.1 Review
3. Complete the Atomic Structure Worksheet
4. Read Chapter 14.2

Closer: Exit Ticket to be completed in INB. Must check before leaving.

1. Give the following attributes for Phosphorus:
   1. Atomic number
   2. Atomic mass
   3. Protons
   4. Electrons
   5. Neutrons

Homework:  Complete 14.2 review page 327 1-8

 

Thursday, April 4

Standard:  PS 1.6 Characterize the difference between atoms of different isotopes of an element.

Focus:  isotopes, radioactivity, and radiocarbon dating

Objective:  I can identify the difference between atoms of different isotopes of the element. I can explain what radioactivity is and one way it can be useful.

Bell Work:  Using your notes, describe the difference between an ion and an isotope.

Lesson:

1. Students will work in pairs to complete three tasks.
   1. Read 319-320, Isotopes through Radioactivity and answer the question set.
   2. Read the following webpage (http://chem4kids.com/files/atom_isotopes.html) and answer the question set.
   3. View the following video (https://www.youtube.com/watch?v=2io5opwhQMQ) and answer the question set.

Closer:  Class discussion over the three tasks.

 

Friday, April 5

Standard:  PS 1.5 Trace the development of the modern atomic theory to describe atomic particle properties and position.

PS 1.6 Characterize the difference between atoms of different isotopes of an element.

Focus:  Review the scientific advancements that led to the modern atomic theory, what an atom is, its structure, and isotopes and radioactivity.

Objective:  I can demonstrate my knowledge of atoms, atomic structure, the modern atomic theory, and isotopes via Chapter 14 Assessment, pages 330 - 332.

Bell Work:  Everyone grab a wint-O-green lifesaver and join me in the closet!

                (Students will chomp wint-O-green lifesavers with their mouths open and observe a change! We will read pages 328-329 as a class and discuss how this change occurred on the atomic level, while connecting back to prior knowledge about the transfer of energy.)

Lesson:

1. Students will complete the Chapter 14 Assessment, pages 330 – 332, for a quiz grade:
   1. Vocabulary: 1-12
   2. Concepts: 3-4, 7-9, 11, 17 & 20
   3. Problems: 1-4, 8

 

Monday, March 18

Standard:  PS 1.2 Graphically represent and discuss the results of an investigation involving pressure, volume, and temperature of a gas.

Objective:  I can describe an ideal gas and predict the pressure, volume, or temperature using the Ideal Gas Law.

Bell Work:  We use the gas laws to predict what would potentially happen to a gas under varying pressures, volumes, and temperatures. Why is this important to do?

Lesson:

1. Free-diving video: https://www.youtube.com/watch?v=0B0EhuxJsts
2. Ideal gas law simulation: http://highered.mheducation.com/olcweb/cgi/pluginpop.cgi?it=swf::100%25::100%25::/sites/dl/free/0023654666/117354/Ideal_Nav.swf::Ideal%20Gas%20Law%20Simulation
3. Ideal gas worksheet. Students will have 15 minutes to complete 5 problems using PV = nRT. We will review afterwards.
4. Textbook: pages 310 – 311, “Concepts” #8-11, and “Applying your knowledge” #5

 

Tuesday, March 19

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

Objective:  I can calculate the heat energy transferred to an object. I can answer questions relating to conduction, convection, and radiation.

Bell Work:  In the last unit, we learned that thermal energy is the energy due to temperature. What is the difference between thermal energy and heat?

Lesson:

1. Class discussion over heat and specific heat.
2. Video over specific heat and calorimetry: https://www.youtube.com/watch?v=yhNHJ7WdT8A.
3. Go over 11.1 Review
4. Read 11.2
5. Define: heat transfer, heat conduction, thermal equilibrium, convection, and thermal radiation.
6. 2 Review 1-10

 

 

Wednesday, March 20

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

Objective:  I can identify the difference between thermal conduction, convection, and radiation. I can conduct an investigation into the transfer of thermal energy between some object and chocolate.

Bell Work:  How much energy, in joules, does it take to raise the temperature of 1.5 kg of aluminum from 20 C to 40 C?

Lesson:

1. Review 11.2 1-10
2. Chocolate conduction, convection, and radiation lab: Students will complete 4 stations around the room. At each station, students will explore the transfer of heat energy to chocolate from various sources.
3. Conduction, Convection, and Radiation Card Sort: Students will sort 30 examples of thermal conduction, convection, and radiation into the appropriate categories.

 

Thursday, March 21

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

Objective:  I can use the concepts of thermal energy transfer, including conduction, convection, and radiation, to solve a series of puzzles for EXTRA CREDIT!

Bell Work:  True Story:  I was overheating at a summer festival one year. My aunt told me to place my cold, icy beverage between my wrists while I was drinking it. Why would she tell me to do that?

Lesson:

1. Students will compete at teams of two solve the Heat Transfer Escape Room!
   1. 1^st Place: 10 points extra credit
   2. 2^nd Place: 8 points extra credit
   3. 3^rd Place: 6 points extra credit
   4. 4^th Place: 4 points extra credit (if finished)
2. Students will complete a Quizlet flashcards and test when they have finished the escape room.

 

Friday, March 22

Standard:  PS 3.2 Plan and conduct an investigation to provide evidence that thermal energy will move as heat between objects of two different temperatures, resulting in a more uniform energy distribution (temperature) among the objects.

PS 3.6 Determine the mathematical relationships among heat, mass, specific heat capacity, and temperature change using the equation E = mC_pΔT.

Objective:  I can demonstrate my knowledge of thermal energy transfer and specific heat via a quiz.

Bell Work:  In a home aquarium, regulating the temperature of the water is critical for the survival of the fish. To keep a fish tank warm, a heating element with a thermostat is often placed on the bottom of the tank. Why is a heating element placed on the bottom of the tank instead of the top?

Lesson:

1. Unit 5 Quizlet review.
2. Unit 5 Quiz

Monday 02-04-19

Standard:  PS 3.5 Investigate the relationships among kinetic, potential, and total energy within a closed system (the law of conservation of energy).

Objective:  I can apply the law of conservation of energy to relationships between kinetic, potential, and total energy in a closed system.

Bell Work:  Use your INB to answer the following

1. Give an example of radiant energy.
2. Give an example of transferring chemical energy into mechanical energy.
3. What is nuclear energy?

Lesson:

1. Quizlet review over the different types of energy and the two types of mechanical energy, potential and kinetic energy.
2. https://quizlet.com/_63kxex
3. Math problems utilizing the law of conservation of energy and the transfer of energy from potential to kinetic and vice versa. Problems will be worked out on the board and in a worksheet format.

 

Tuesday 02-05-19

Standard:  PS 3.1 Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.

Objective:  I can construct explanations and design solutions to problems involving work.

Bell Work: 

1. A 50 kg boulder is at rest at the top of a 20 m hill. Find the boulder’s potential energy.
2. This same boulder is now moving at 10 m/s. What is it’s kinetic energy?

Lesson: 

1. Review any problems from yesterday
2. Introduce new vocabulary via quizlet: work, work input, work output, efficiency, power, and watt.
3. Direct instruction over work, and simple machines
4. 1 Review page 192 # 1-6

 

Wednesday 02-06-19

Standard:  PS 3.1 Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.

Objective:  I can use mathematics and computational thinking to solve problems concerning work, efficiency, power, and mechanical advantage.

Bell Work:  Give a scientific example of doing work.

Lesson:

1. Review 8.1 questions.
2. Practice with vocabulary via quizlet: work, work input, work output, efficiency, power, and watt.
3. Direct instruction over efficiency, power, and mechanical advantage.
4. Students will complete 8 math problems on work, efficiency, power, and mechanical advantage.

 

Thursday 02-07-19

Standard:  PS 3.3 Design, build, and refine a device within design constraints that has a series of simple machines to transfer and/or do mechanical work.

PS 3.4 Collect data and present your findings regarding the law of conservation of energy and the efficiency, mechanical advantage, and power of the refined device.

Objective:  I can build a hand-held catapult using simple machines. I can collect mass and velocity data from my catapult and calculate force, work, power, kinetic energy, and momentum.

Bell Work: 

1. What variables do you need to have to calculate power?
2. What variables do you need to have to calculate work?
3. What variables do you need to have to calculate force?
4. What variables do you need to have to calculate acceleration?
5. What variables do you need to collect to calculate all of the above?

Lesson:  Students will be given craft sticks, spoons, rubber bands and soft projectiles. Students will create a hand-held catapult with only an example to look at. Students will then collect data from launching their projectiles and make calculations. Students must evaluate which calculation was the best indicator of catapult success in the final challenge.

 

Friday 02-08-19

Standard:  PS 3.1 Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.

PS 3.3 Design, build, and refine a device within design constraints that has a series of simple machines to transfer and/or do mechanical work.

PS 3.4 Collect data and present your findings regarding the law of conservation of energy and the efficiency, mechanical advantage, and power of the refined device.

PS 3.5 Investigate the relationships among kinetic, potential, and total energy within a closed system (the law of conservation of energy).

PS 1.4 Apply scientific principles and evidence to provide explanations about physical and chemical changes.

Objective:  I can use computational thinking and construct explanations to problems concerning work and energy.

I can use evidence to explain whether a substance has undergone a physical or chemical change.

Bell Work: 

1. What law states that energy is neither created nor destroyed?
2. How does this law help us to understand the transfer of energy?

Lesson:

1. Unit 3 Quiz: Work and Energy covering PS 3.1, 3.3, 3.4, and 3.5 plus momentum.
2. Direct instruction over matter and physical and chemical changes
3. Video (https://www.youtube.com/watch?v=yIJ2qnUOOwQ) with fill-in-the-blank notes
4. Physical and Chemical changes card sort. To be turned in for assessment.

 

Monday 02-04-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

PS 2.4 Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F = ma.

Objective:  I can review the concepts of speed, velocity, acceleration, force, and Newton’s First and Second Law of Motion.

Bell Work:  Grab a whiteboard and marker and complete:

1. Martha is a skydiver. Martha has a mass of 80 kg and jumps out of an airplane. Martha accelerates at the rate due to gravity which is 9.8 m/s^2. Martha’s parachute fails. With what force does Martha hit the ground?
2. Draw a force diagram of Martha if her parachute has opened. Label your forces.

Lesson:

1. Go over Physical Science Math Review Packet for CFA 1
2. CFA 1 Jeopardy!

 

Tuesday 02-05-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

PS 2.4 Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F = ma.

Objective:  I can demonstrate my knowledge of speed, velocity, acceleration, force, and Newton’s First and Second Laws of Motion on CFA 1.

Bell Work:  Name that Law!

1. The acceleration of an object is its force divide by its mass.
2. An object at rest will stay at rest and an object in motion will stay in motion with the same velocity unless acted on by an unbalanced force.
3. For every action force, there is a reaction force equal in strength and opposite in direction.

Lesson:  CFA 1 over Unit 1:  Motion and Unit 2:  Forces covering the concepts of speed, velocity, acceleration, force, and Newton’s First and Second Laws of Motion

Early finishers:  Newton’s Laws Color-by-Numbers. Plus 5 pt. on lowest grade.

 

Wednesday 02-06-19

Standard:  PS 2.5 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Objective:  I will use mathematical reasoning to relate Newton’s third law of motion and the law of conservation of momentum highlighting systems and system models.

Bell Work:  Think of three examples of action-reaction pairs that you experience before class today. Write each one down and identify the action and reaction forces.

Lesson:

Direct Instruction over momentum. Include Newton’s Cradle and Pool Table

Collision Carts:  Students will work in pairs to explore an interactive virtual collision. Students will compare their mathematical predictions to their results using P = mv

• https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-Collisions/Collision-Carts/Collision-Carts-Interactive

Exit Ticket:  Use Newton’s third law of motion and the law of conservation of momentum to explain how a car crash could occur and still have a net momentum of zero (P = 0).

 

Thursday 02-07-19

Standard:  PS 3.1 Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.

Focus:  What is energy? What are some types of energy?

Objective:  I can describe the different kinds of energy that objects can have. I can identify how one kind of energy can transform into another via the Law of Conservation of Energy.

Bell Work:  An athlete has a race tomorrow. She eats a hearty dinner of pasta and veggies. The next day, she competes in the race and wins! Why did the athlete eat a hearty dinner instead of a light dinner the day before a race?

 

Lesson:

1. Vocabulary graphic organizer: energy, joule, mechanical energy, chemical energy, nuclear energy, radiant energy, potential energy, kinetic energy
2. Read 7.1 pages 164-170
3. 1 Review Questions page 172, #s 1,2,6-9

TECH BREAK

1. Direct instruction over Energy, types of energy and the law of conservation of energy
2. Energy Transformations Color-by-numbers

 

Friday 02-08-19

Standard:  PS 3.1 Identify and give examples of the various forms of energy (kinetic, gravitational potential, elastic potential) and solve mathematical problems regarding the work-energy theorem and power.

Focus:  Potential and Kinetic Energy

Objective:  I can compare and contrast potential and kinetic energy.

Bell Work:  Get with a partner and choose a classroom object. Figure out a way to demonstrate potential energy and kinetic energy with that object.

Lesson:

1. Directed Notetaking: Students will fill out guided notes during direct instruction. Multiple breaks for paired activities will occur mid-instruction.

TECH BREAK

1. INB Roller Coaster Graphic Organizer: Students will complete the first two pages with direction.
2. INB Roller Coaster Graphic Organizer: Students will complete the third page independently as an assessment.
3. Time-permitting: potential and kinetic energy Kahoot!

 

Monday 01-28-19

Standard:  PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

Objective:  I will use free-body diagrams to illustrate the contact and non-contact forces acting on a rocket-powered virtual sled.

Bell Work:  Write a contact or non-contact force on the white board.

Lesson:

Rocket Sled Virtual Lab:  Students will work independently through 7 virtual scenarios and diagram the contact and non-contact forces that act on a rocket-powered sled.

https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-Sledder

Newsela Article:  “Everyday Mysteries:  Why don’t I fall out of an upside-down roller coaster?”. Students will read the article and answer the quiz questions in the back.

 

Tuesday 01-29-19

Standard:  PS 2.4 Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F = ma.

Objective:  I will use mathematical reasoning to explain the relationship between force, mass, and acceleration.

Bell Work:  Many parents have gone down a slide with a toddler in their laps. This has resulted in a lot of force upon landing and thus, broken toddler legs. Authorities recommend that you not go down a slide with a toddler. What are you increasing when you add an adult and toddler together?

Lesson:

Direct Instruction over Newton’s Second Law of Motion.

Marble Lab Part 2:  Students will use what they previously learned about speed, velocity, and acceleration and apply it to find the force of a marble.

Exit Ticket:  A 20 kg object is accelerating at 5.0 m/s² . What is force of the object? Remember to use the correct unit with your answer and SHOW YOUR WORK!

Homework:  Newton’s Second Law of Motion Problem’s Worksheet. Students will complete even problems only and staple work to the back of the packet.

 

 

 

Wednesday 01-30-19

Standard:  PS 2.5 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Objective:  I will use mathematical reasoning to relate Newton’s third law of motion and the law of conservation of momentum highlighting systems and system models.

Bell Work:  Think of three examples of action-reaction pairs that you experience before class today. Write each one down and identify the action and reaction forces.

Lesson:

Take up Homework from yesterday

Direct Instruction over momentum

Collision Carts:  Students will work in pairs to explore an interactive virtual collision. Students will compare their mathematical predictions to their results using P = mv

• https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-Collisions/Collision-Carts/Collision-Carts-Interactive

Exit Ticket:  Use Newton’s third law of motion and the law of conservation of momentum to explain how a car crash could occur and still have a net momentum of zero (P = 0).

 

Thursday 01-31-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

PS 2.4 Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F = ma.

PS 2.5 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Objective:  I can review the concepts of speed, velocity, acceleration, force, Newton’s Laws of Motion, and momentum.

Bell Work:  Predict the combined velocity of a collision involving two 1,000 kg cars, one going 60 m/s and the other going -25 m/s.

Lesson:

Quizlet Live Review over CFA 1, Unit 1:  Motion and Unit 2:  Forces

https://quizlet.com/_60zdxg

 

Friday 02-01-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

PS 2.4 Plan and conduct an investigation to gather evidence and provide a mathematical explanation about the relationship between force, mass, and acceleration. Solve related problems using F = ma.

PS 2.5 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

Objective:  I can demonstrate my knowledge of speed, velocity, acceleration, force, Newton’s Laws of Motion, and momentum on CFA 1.

Bell Work:  Look through your interactive notebook and write a question that you want answered before the CFA.

Lesson:  CFA 1 over Unit 1:  Motion and Unit 2:  Forces covering the concepts of speed, velocity, acceleration, force, Newton’s Laws of Motion, and momentum.

Tuesday 01-22-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

Objective:  I will use mathematics and computational thinking to algebraically solve for velocity and acceleration under various conditions of speed and displacement.

Bell work:  Interpret a position-time graph.

Lesson:

Video: Acceleration ( https://www.youtube.com/watch?v=vxFYfumAAlY) with video notes

Acceleration on a position-time graph.

Marble Lab:  Find the acceleration of a rolling marble using what you know about speed, velocity, and acceleration.

Exit Ticket:  Write a narrative that describes the position-time graph shown.

Homework:  4.2 Review page 91 1-9, Due Wednesday

Wednesday 01-23-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

Objective:  I will construct explanations and design solutions pertaining to acceleration problems highlighting scale, proportion, and quantity.

Bell Work:  1. Describe what speed is. 2. Read a position-time graph. 3. Give an example of acceleration.

Lesson:  

4.3 Graphic Organizer

4.3 Review page 99, 1-5, & 7

Task Card Review over speed, velocity, and acceleration

Homework:  any unfinished 4.3 work

 

Thursday 01-24-19

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one-dimension.

PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

Objective:  I will demonstrate my understanding of motion during the Unit 1 Quiz.

I will construct explanations and design solutions to problems on force.

Bell Work:  Choose the graph that shows acceleration.

Lesson:

Quiz 3:  Unit 1 Motion

5.1 & 6.1 Graphic Organizer

5.1 Review (1,2,4,5,6) and 6.1 Review (2,3,4,5)

Friday 01-25-19

Standard:  PS 2.3 Use free-body diagrams to illustrate the contact and non-contact forces acting on an object.

Objective:  I will demonstrate my understanding of free-body diagrams by getting 8 out of 12 virtual scenarios correct today!

Bell Work:  What is force? (No, not the force).

Lesson: 

Review 5.1 and 6.1 work from yesterday.

Review Force, newtons, contact and non-contact forces

Video over free-body diagrams:  https://www.youtube.com/watch?v=nDis6HbXxjg

Virtual free-body diagram problems. Must get 8/12 correct. https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body-Diagrams/Free-Body-Diagram-Interactive

 

Monday, January 14, 2019

Objective:   I will demonstrate my understanding of variables and units through measuring objects and mathematics.

Bell Work:  If m=75kg, which is the variable and which is the unit?

Lesson:

1. Teacher-lead discussion of measurement versus a variable.
2. Measurement Station Rotation
   1. Station 1: Length
   2. Station 2: Volume
   3. Station 3: Weight
   4. Station 4: Calculate

Tuesday

Objective:  I will undergo scientific practices to determine whether there is a relationship between the length of my arm span and my height.

Bell Work:  A scientist wants to find out whether a newly found species of bat prefers fruit or nectar. What steps would the scientist take to answer this question?

Lesson: 

1. Arm span and height correlation lab
2. Class Discussion
3. Exit Ticket: What steps would you follow if you were a scientist

Wednesday

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one dimension.

Objective:  I will use mathematics and computational thinking to calculate speed, distance, and time.

Bell Work:  4 speed-related questions

Lesson: 

6 practice problems on the board, done as a class

Walking/Hopping Lab

Thursday

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one dimension.

Objective:  I can construct explanations and design solutions to problems involving position speed, and velocity.

Bell work:  1. What units describe distance?  2. What units describe time? 3. What units describe speed?

Lesson:

Read Ch. 4.1 pages 78-85

Complete the graphic organizer.

4.1 Review page 86 1-8

Friday

Standard:  PS 2.1 Use mathematical representations to show how various factors (e.g., position, time, direction of force) affect one-dimensional kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those one-dimensional kinematics parameters.

PS 2.2 Algebraically solve problems involving constant velocity and constant acceleration in one dimension.

Objective:  I will analyze and interpret data to create a position-time graph.

Bell Work:  Describe Mario’s motion on a post-it note.

Lesson:

Direct instruction over velocity, position, and displacement

Walking Lab:  Students will plot my position every 5 seconds as I walk in a straight line and create a position-time graph of my velocity.

Thursday, January 10, 2019
• Introduction and ice breaker
 Menti.com
• Review syllabus and lab safety
https://www.youtube.com/watch?v=MEIXRLcC6RA
• Entering and Exiting procedure practice

Friday, January 11, 2019
• Syllabus and Lab Safety Quiz!
• Interactive notebook set up