Elements of Physics : Motion, Force, and Gravity Unit
I can learn the language of kinematics and practice its concepts.
Critical Thinking Skills:
Describing Motion Using Velocity -Time Graphs.
Describing Motion Using Position -Time Graphs.
Describing Motion using Kinematic Equations.
Describing motion with diagrams; verbally; with tabular data;numerically.
Week February 25-March 1
Friday Free Body Diagrams
Thursday Mass and Weight ; Newton's Second Law of Motion; Net Force and Acceleration
Wednesday Recognizing Forces Lesson 2 from Newton's Laws Handouts and lesson Resources can be found at
http://www.physicsclassroom.com upon assignment completion check your answers at the available website http://www.physicsclassroom.com/morehelp/recforce/recforce.html
Tuesday Balanced vs. Unbalanced Forces; Background Notes on Types of Forces that influence acceleration, net Force and problem-solving strategies. Handouts and lesson Resources can be found at
http://www.physicsclassroom.com
Monday Test on Motion and 1-D Kinematics
Week February 18-22
Friday Motion Study Guide
Thursday Collecting data for catapult lab ; analysis and conclusion to be written based on the data.
Wednesday Math skills and Graphing Practice Sections 1, 2, and 3 chapter 11
Tuesday Motion Key Ideas, Terms Section 1, 2, and 3 chapter 11
Week February 11-15
Friday Newton's Laws of Motion, Inertia and Mass, Preconceptions. Handouts and lesson Resources can be found at
http://www.physicsclassroom.com
Thursday Writing the Lab Report for Paper Catapult
Wednesday Force, Mass, and Acceleration Problems
Tuesday Testing the catapult. Force, mass, and acceleration.
Monday Catapult Lab Building paper catapults.
http://www.physicsclassroom.com/curriculum/1DKin/1DKin.pdf
Week February 4- 8
FridayDescribing Motion Verbally with Distance and Displacement, with Speed and Velocity,Instantaneous Speed Versus Average Speed
handouts can be printed from http://www.physicsclassroom.com/curriculum/1DKin/1DKin.pdf
Review concepts at http://www.physicsclassroom.com tutorial 1-D Kinematics
Thursday Describing Motion with Diagrams, Describing Motion Numerically, Acceleration: Kinematics concepts-depicting the location or position of an object at regular time intervals, using tabular data to describe motion of objects, acceleration as a rate quantity, acceleration as a vector quantity. handouts can be printed from http://www.physicsclassroom.com/curriculum/1DKin/1DKin.pdf
Wednesday: Complete analysis and calculations of labs: Domino Dash, and Vertical Motion
Tuesday Lab Domino Dash: Studying the relationship between distance, time, and speed. Compare/Contrast average, constant, instantaneous speed.Data collection.
Monday Lab:Vertical Motion: Developing an Understanding of the Vertical Motion of Objects through an Analysis of Jumping
Students work in small groups, measure hang time and vertical distance through which the body's center of mass moves as one jumps, complete data collection, calculations, and analysis.
Handouts can be printed from www.sascurriculumpathways.com QL#1007
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Week January 28-February 1
Friday Snow Day
Thursday Describing Motion with Equations Practice day 2
Kinematics: Students work with the four kinematic equations involving acceleration, time, velocity, and distance. Read the problem. Identify the knowns/unknowns. Chose the formula/equation. Do the math.
www.physicsclassroom.com Read from lesson 6 of the 1-D Kinematics chapter. Complete the Motion problems from the handout. http://www.physicsclassroom.com/curriculum/1DKin/1DKin12.pdf
Wednesday Describing Motion with Equations Day1
Kinematics: Students work with the four kinematic equations involving acceleration, time, velocity, and distance. Read the problem. Identify the knowns/unknowns. Chose the formula/equation. Do the math.
www.physicsclassroom.com Read from lesson 6 of the 1-D Kinematics chapter. Complete the Motion problems from the handout.
http://www.physicsclassroom.com/curriculum/1DKin/1DKin12.pdf
Tuesday Describing Motion Graphically
The slope of a line on a v-t graph reveals information about an object's acceleration.The area under the line is equal to the objects displacement.
The slope of a line on a p-t graph reveals information about an object's velocity.The magnitude of the slope is equal to object speed.The slope direction is the same as the direction of the velocity vector upward +, downward- Students apply this understanding to interpret and create v-t and p-t graphs that describe various types of motion. http://www.physicsclassroom.com/curriculum/1DKin/1DKin8.pdf
Monday Describing Motion Graphically
The slope of a line on a v-t graph reveals information about an object's acceleration.The area under the line is equal to the objects displacement.
The slope of a line on a p-t graph reveals information about an object's velocity.The magnitude of the slope is equal to object speed.The slope direction is the same as the direction of the velocity vector upward +, downward- Students apply this understanding to interpret and to create v-t and p-t graphs that describe various types of motion.
www.physicsclassroom.com Lessons 3 and 4 of 1D Kinematics chapter kinematic graphing
http://www.physicsclassroom.com/curriculum/1DKin/1DKin8.pdf
Week January 21-25
Friday: no school
Thursday:Computer Lab Virtual Lab Linear Motion Day 2
What can graphs reveal about the linear motion of an object?
What happens to the position, velocity, and acceleration of a runner over time as they undergo the following:zero acceleration, negative acceleration, positive acceleration.
Students complete the journal and analysis using the computer simulation and p-t, v-t, and a-t graphs.
Www.sascurriculumpathways.com id brought39sugar QL#1198
Wednesday:Computer Lab Virtual Lab Linear Motion Day 1
What can graphs reveal about the linear motion of an object?
What happens to the position, velocity, and acceleration of a runner over time as they undergo the following:zero acceleration, negative acceleration, positive acceleration.
Students complete the journal and analysis using the computer simulation and p-t, v-t, and a-t graphs.
Www.sascurriculumpathways.com id brought39sugar QL#1198
Tuesday:Constant Acceleration Day
Students investigate the effects of constant acceleration (positive, negative, and zero) on objects undergoing linear motion. Complete data collection and calculations.
www.sascurriculumpathways.com QL#483 id brought39sugar
Monday:Martin Luther King No School
Friday January 18, 2013
Lab:Describing Motion Using Position-Time Graphs
http://www.physicsclassroom.com
Position-Time Graphs Lab
Question:
How can the following types of motion be described with a position-time graph? (moving in the positive direction versus moving in the negative direction; moving fast versus moving slow; moving with a constant speed versus moving with a gradually changing speed; speeding up versus slowing down; etc.)
Purpose:
To contrast the shape and slope of the position-time graphs for the following types of motion:
· moving in the + direction versus moving in the - direction
· moving fast versus moving slow
· a constant speed motion versus a gradually changing speed
· a speeding up motion versus a slowing down motion
· combinations of the above
A complete lab write-up includes a Title, a Purpose, a Data section, and a Conclusion/Discussion. The Data section should include one graph for each contrasting set of two motions; axes should be labeled; labels or color coding or some other method should be used to distinguish between the two motions. The Conclusion/Discussion section should provide a thorough discussion of the differences in the position-time graphs for the variety of motions under study.
Position-Time Graphs Lab Rubric/Checklist
· Included, labeled and organized all parts of the lab report.
· Data section includes labeled and titled graphs which communicate the
differences between contrasting types of motion; analyzed the different types of
motion (slow vs. fast; towards vs. away; constant speed vs. changing speed;
speeding up vs. slowing down).
· Graphs are accurate and clear.
· Conclusion/Discussion completely and accurately discusses the position-time
graphs for the four contrasting motions.
· The graph features which clearly distinguish one motion from the other are clearly identified.
· Writing is clear,thorough and understandable.
Thursday January 17, 2013
Introduce Position-Time Graphs. Practice working with position -time graphs for describing motion. Information packet and activities handouts:
http://www.physicsclassroom.com/curriculum/1DKin/1DKin6.pdf
web resources http://www.physicsclassroom.com
Wednesday January 16, 2013
Complete Lab:Describing various types of motion using velocity versus time graphs.
Materials needed: Paper, Graph paper, Pencils, Colored pencils and handout.
web resources http://www.physicsclassroom.com
K6. Velocity-Time Graphs Lab Checklist/Rubric from physics classroom.com
· Included, labeled and organized all parts of the lab report.
· Data section includes labeled and titled graphs which communicate the
differences between contrasting types of motion; analyzed the different types of
motion (slow vs. fast; towards vs. away; constant speed vs. changing speed;
speeding up vs. slowing down; continuing in one direction vs. changing
directions).
· Graphs are accurate and clear.
· Conclusion/Discussion completely and accurately discusses the velocity-time
graphs for the four contrasting motions.
· The graph features which clearly distinguish one motion from the other are clearly identified.
· Writing is clear, thorough and understandable.
Tuesday January 15, 2013
Begin Lab:Describing various types of motion using velocity versus time graphs.
Materials needed: Paper, Graph paper, Pencils, Colored pencils and handout.
web resources http://www.physicsclassroom.com
http://www.physicsclassroom.com/curriculum/1DKin/1DKin7.pdf
Velocity-Time Graphs Lab
Question:
How can the following types of motion be described with a velocity-time graph? (moving in the positive direction versus moving in the negative direction; moving fast versus moving slow; moving with a constant speed versus moving with a gradually changing speed; speeding up versus slowing down; etc.)
Purpose:
To contrast the shape and slope of the velocity-time graphs for the following types of motion:
· moving in the + direction versus moving in the - direction
· moving fast versus moving slow
· a constant speed motion versus a gradually changing speed
· a speeding up motion versus a slowing down motion
· moving in the same direction versus changing directions
· combinations of the above
A complete lab write-up includes a Title, a Purpose, a Data section, a Conclusion and a Discussion of Results. The Data section should include one graph for each contrasting set of two motions; axes should be labeled; labels or color coding or some other method should be used to distinguish between the two motions. The Conclusion/Discussion section should provide a thorough discussion of the differences in the velocity-time graphs for the variety of motions under study.
Monday January 14, 2013
Kinematics and velocity versus time graphs continued practice interpreting data
web resources http://www.physicsclassroom.com
classroom handouts: kinematics and velocity versus time graphs
Friday January 11, 2013
Kinematics problems and velocity versus time graphs
Thursday January 10, 2013
Analysis of collected data. Create a distance time graph of the most significant data and write a conclusion paragraph that relates your data back to concepts learned about motion (Newton's Laws). Calculate your average velocity in the five meter shuffle for each member of your group.
Wednesday January 9, 2013
Lab Part 2 Calculating the speed of a rolling marble. Collect data for table 2 and make calculations, compute the mean for each column. Share mean data with other class groups.
Tuesday January 8, 2013
Lab Part 1 Calculating the speed of a rolling marble. Collect data for table 1 and make calculations, compute the mean for each column.
Monday January 7, 2013
Motion, Forces, and Gravity Unit vocabulary introduced with activities and film clip.
Friday January 4, 2013
Motion, Forces and Gravity Unit Introduction: Pretest, Video, with Observation Sheet, Followup activity , and Video Quiz.
Thursday January 3, 2013
Galileo to Gravity Video with graphic organizer listening /note taking guide about Kepler's Laws of Planetary Motion, Newton's Universal Law of Gravity, Newton's Laws of Motion, Galileo and Newton's significant accomplishments, and the terminology:gravity, mass, weight, circular velocity, and escape velocity.
Wednesday January 2, 2013
Gravity
1. What is gravity?
2. What factors affect gravitational pull?
3. Who discovered gravity?
4. Define weight.
5. Define Newton's Law of Universal Gravitation and write the equation representing this law.
Textbook Review of Gravity pages 403-410 complete the 6 section review questions.
Lab:Describing Motion Using Position-Time Graphs
http://www.physicsclassroom.com
Position-Time Graphs Lab
Question:
How can the following types of motion be described with a position-time graph? (moving in the positive direction versus moving in the negative direction; moving fast versus moving slow; moving with a constant speed versus moving with a gradually changing speed; speeding up versus slowing down; etc.)
Purpose:
To contrast the shape and slope of the position-time graphs for the following types of motion:
· moving in the + direction versus moving in the - direction
· moving fast versus moving slow
· a constant speed motion versus a gradually changing speed
· a speeding up motion versus a slowing down motion
· combinations of the above
A complete lab write-up includes a Title, a Purpose, a Data section, and a Conclusion/Discussion. The Data section should include one graph for each contrasting set of two motions; axes should be labeled; labels or color coding or some other method should be used to distinguish between the two motions. The Conclusion/Discussion section should provide a thorough discussion of the differences in the position-time graphs for the variety of motions under study.
Position-Time Graphs Lab Rubric/Checklist
· Included, labeled and organized all parts of the lab report.
· Data section includes labeled and titled graphs which communicate the
differences between contrasting types of motion; analyzed the different types of
motion (slow vs. fast; towards vs. away; constant speed vs. changing speed;
speeding up vs. slowing down).
· Graphs are accurate and clear.
· Conclusion/Discussion completely and accurately discusses the position-time
graphs for the four contrasting motions.
· The graph features which clearly distinguish one motion from the other are clearly identified.
· Writing is clear,thorough and understandable.
Thursday January 17, 2013
Introduce Position-Time Graphs. Practice working with position -time graphs for describing motion. Information packet and activities handouts:
http://www.physicsclassroom.com/curriculum/1DKin/1DKin6.pdf
web resources http://www.physicsclassroom.com
Wednesday January 16, 2013
Complete Lab:Describing various types of motion using velocity versus time graphs.
Materials needed: Paper, Graph paper, Pencils, Colored pencils and handout.
web resources http://www.physicsclassroom.com
K6. Velocity-Time Graphs Lab Checklist/Rubric from physics classroom.com
· Included, labeled and organized all parts of the lab report.
· Data section includes labeled and titled graphs which communicate the
differences between contrasting types of motion; analyzed the different types of
motion (slow vs. fast; towards vs. away; constant speed vs. changing speed;
speeding up vs. slowing down; continuing in one direction vs. changing
directions).
· Graphs are accurate and clear.
· Conclusion/Discussion completely and accurately discusses the velocity-time
graphs for the four contrasting motions.
· The graph features which clearly distinguish one motion from the other are clearly identified.
· Writing is clear, thorough and understandable.
Tuesday January 15, 2013
Begin Lab:Describing various types of motion using velocity versus time graphs.
Materials needed: Paper, Graph paper, Pencils, Colored pencils and handout.
web resources http://www.physicsclassroom.com
http://www.physicsclassroom.com/curriculum/1DKin/1DKin7.pdf
Velocity-Time Graphs Lab
Question:
How can the following types of motion be described with a velocity-time graph? (moving in the positive direction versus moving in the negative direction; moving fast versus moving slow; moving with a constant speed versus moving with a gradually changing speed; speeding up versus slowing down; etc.)
Purpose:
To contrast the shape and slope of the velocity-time graphs for the following types of motion:
· moving in the + direction versus moving in the - direction
· moving fast versus moving slow
· a constant speed motion versus a gradually changing speed
· a speeding up motion versus a slowing down motion
· moving in the same direction versus changing directions
· combinations of the above
A complete lab write-up includes a Title, a Purpose, a Data section, a Conclusion and a Discussion of Results. The Data section should include one graph for each contrasting set of two motions; axes should be labeled; labels or color coding or some other method should be used to distinguish between the two motions. The Conclusion/Discussion section should provide a thorough discussion of the differences in the velocity-time graphs for the variety of motions under study.
Monday January 14, 2013
Kinematics and velocity versus time graphs continued practice interpreting data
web resources http://www.physicsclassroom.com
classroom handouts: kinematics and velocity versus time graphs
Friday January 11, 2013
Kinematics problems and velocity versus time graphs
Thursday January 10, 2013
Analysis of collected data. Create a distance time graph of the most significant data and write a conclusion paragraph that relates your data back to concepts learned about motion (Newton's Laws). Calculate your average velocity in the five meter shuffle for each member of your group.
Wednesday January 9, 2013
Lab Part 2 Calculating the speed of a rolling marble. Collect data for table 2 and make calculations, compute the mean for each column. Share mean data with other class groups.
Tuesday January 8, 2013
Lab Part 1 Calculating the speed of a rolling marble. Collect data for table 1 and make calculations, compute the mean for each column.
Monday January 7, 2013
Motion, Forces, and Gravity Unit vocabulary introduced with activities and film clip.
Friday January 4, 2013
Motion, Forces and Gravity Unit Introduction: Pretest, Video, with Observation Sheet, Followup activity , and Video Quiz.
Thursday January 3, 2013
Galileo to Gravity Video with graphic organizer listening /note taking guide about Kepler's Laws of Planetary Motion, Newton's Universal Law of Gravity, Newton's Laws of Motion, Galileo and Newton's significant accomplishments, and the terminology:gravity, mass, weight, circular velocity, and escape velocity.
Wednesday January 2, 2013
Gravity
1. What is gravity?
2. What factors affect gravitational pull?
3. Who discovered gravity?
4. Define weight.
5. Define Newton's Law of Universal Gravitation and write the equation representing this law.
Textbook Review of Gravity pages 403-410 complete the 6 section review questions.
UNIT: The Solar System and Our Universe
I can illustrate the structure and analyze behavior of objects in our solar system.
I can analyze why phases of the moon, eclipses, and tides occur and create diagrams illustrating the relative positions of the sun, moon, and Earth during these events.
I can describe and illustrate Kepler's laws on planetary motion.
I can analyze the significance of studying the planetary orbits, Kepler's Laws, and Newton's Law of Universal Gravitation. I can use critical thinking skills to explore the elliptical nature of planetary orbits, use eccentricity data to draw their paths, and measure perihelion and aphelion distances from these drawings.
December 18 and 19....finals.
December 17, 2012 Study Guide and Comprehensive Review educational videoes from this site.
December 14, 2012 Study Guide and Comprehensive Review
December 13,2012Study Guide and Comprehensive Review
December 12, 2012Bellringer: State Kepler's First Law of Planetary Motion and explain mathematically what an ellipse is.
Activity:Lab:Kepler'sFirst Law;Understanding Ellipses and Planetary Orbits.
www.sascurriculumpathways.com QL#244
Exit Slip:If eccentricity is closer to zero then what shape will the orbit be??
December 11, 2012 Watch the two clips on Kepler's First Law
Bellringer:What is Kepler's First Law of Planetary Motion?
Activity:Lab:Kepler'sFirst Law;Understanding Ellipses and Planetary Orbits.
www.sascurriculumpathways.com QL#244
Exit Slip:How do you calculate eccentricity?
December 10, 2012
Bellringer: Copy the I can statements: I can describe and illustrate Kepler's laws on planetary motion. I can analyze the significance of studying the planetary orbits, Kepler's Laws, and Newton's Law of Universal Gravitation.
Activity: Review of Kepler's Three Laws and Newton's Law of Universal Gravitation as they relate to our lab on planetary motion.
Quiz: Over what we reviewed in class.
Quiz:
1. Draw an ellipse, label the foci,draw the sun where it should be if this ellipse were a planetary orbit.
2. Label the point on the ellipse where the planet would be closest to the sun-Perihelion, and where the planet would be farthest from the sun Aphelion.
3. If the semi-major axis of this ellipse is 8 AU. Calculate the planet's orbit.
4. If the mass of this planet were 10x greater than Earth how much greater would this planets gravitational pull be provided they are equal distances to the sun?
BONUS: What would the gravitational pull be if it were 10x the mass of Earth and :2x closer to the sun? 2x farther away?
Handout:Computer Lab A : Planetary Motion Journal and Analysis.
www.sascurriculumpathways.com
ql#948
December 7, 2012
Activity:
Handout:Computer Lab A : Planetary Motion
www.sascurriculumpathways.com
ql#948
December 6, 2012
Activity:
Handout:Computer Lab A : Planetary Motion
www.sascurriculumpathways.com
ql#948
December 5, 2012
Activity:
Handout:Computer Lab A : Planetary Motion
www.sascurriculumpathways.com
ql#948
Bellringer: Which star is older, a main sequence star or a white dwarf?
Chapter 20 sections 1, 2, 3 due.
Activity: Handout:Directed Reading for content mastery.
Exit Slip:ACT science /quiz Boyles Law and then Archimede's Principle questions.
December 4, 2012
Bellringer: Which star is older, a main sequence star or a white dwarf?
Chapter 20 sections 1, 2, 3 due.
Activity: Handout:Directed Reading for content mastery.
Exit Slip:ACT science /quiz Boyles Law and then Archimede's Principle questions.
December 3, 2012
Bellringer: Describe the three types of galaxies.
Chapter 19 Section 3 due.
Activity: Present posters depicting life cycles of various sized stars are due.
Exit Slip:ACT science questions. Review Boyle's Law.
November 30, 2012
Bellringer: How do stars produce energy?
Chapter 19 Section 3 due.
Activity: Handout: Ch20Sect1:The life and death of stars handout and posters depicting life cycles of various sized stars are due.
Exit Slip:ACT science questions.
November 29, 2012
Bellringer: Describe the Nebular Theory and The Big Bang Theory
Activity: What role does gravity play in the formation of and the present state of our universe? Questions 1-16 in margins(459-465). Review questions 1-6 (466);reading toolbox-make chart (453)
Exit Slip:ACT science questions.
November 28, 2012
Bellringer: Are most stars formed from supernova? Explain your answer.
Activity: Chapter 20 Section 2 (453-457) all questions in margin and review questions at end of each section(458 ).
Exit Slip:ACT science questions.
November 27, 2012
Bellringer: How do stars produce energy?
Chapter 19 Section 3 due.
Activity: Handout: Ch20Sect1:The life and death of stars handout and posters depicting life cycles of various sized stars are due.
Exit Slip:ACT science questions.
November 26, 2012
Bellringer: Chapter 19 Section 3 Answer all questions.
Activity: Handout: The life and death of stars. Create posters depicting life cycles of various sized stars.
Exit Slip:ACT science questions.
November 20, 2012
Bellringer: Concept Map Life Cycle of the Star
Activity: Handout: The life and death of stars. Create posters depicting life cycles of various sized stars.
Exit Slip:ACT science questions.
November 19, 2012
Bellringer: How do we know if a star will become a supernova or not?How rare are supernova?
Activity: Handout: The life and death of stars, video clips on star life cycles. Create posters depicting life cycles of various sized stars.
Exit Slip:ACT science questions.
November 16, 2012
Bellringer: Vocabulary:fusion , black hole, neutron star.
Activity: Handout: The life and death of stars, video clips on star life cycles. Create posters depicting life cycles of various sized stars.
Exit Slip:ACT science questions.
November 15, 2012
Bellringer:Get out handouts.
Activity: Handout: The life and death of stars. Go over questions. Watch videoes on star life cycles.
Exit Slip:What happens if you get sucked into a black hole?
November 14, 2012
Bellringer: Word Search Handout.
Activity: Handout: The life and death of stars.
Exit Slip:What happens to a star when it runs out of fuel?
November 13, 2012
Bellringer: Compare and contrast first quarter with last quarter.
Activity: Phases of the moon cut and paste quiz.
Exit Slip:How can you tell if a gibbous or crescent is waning or waxing?
November 12, 2012
Bellringer: Compare and contrast a solar eclipse with a lunar eclipse.
Activity: Phases of the moon.
Exit Slip:What factor plays a key role in why we don't get eclipses as often as we see full and new moons?
November 9, 2012
Bellringer:Vocabulary
1. phases 2. solar eclipse 3. lunar eclipse 4. elliptical
Activity: Create a diagram that illustrates a solar eclipse, label it and color it. Include a paragraph that explains what happens and why it happens. Do the same thing for a lunar eclipse.
Exit Slip:Given that the moon is so much smaller than the sun, how can the moon block out the sun during a solar eclipse?
November 8, 2012
Bellringer: Vocabulary:gravity,eclipse,umbra,penumbra
Activity:Finish planets then begin eclipses.Draw illustrate the solar and lunar eclipses. Label each drawing color and write a paragraph explaining what each is and what makes them happen.
Exit Slip:Critical thinking:Many planets have moons in orbit around them. If the sun has 99 percent of the solar system's mass then why aren't these moons orbiting the sun instead like the eight planets do?
November 7, 2012
Bellringer:Vocabulary: planet, constellation, solar system, satellite
Activity:Draw, illustrate the eight planets to scale using 4 sheets of white paper. Write at least three facts for each planet. Color planets with colored pencils.
Exit Slip:Critical Thinking: How do gravity and mass of objects play a role in our solar system.
Bellringer: Vocabulary:gravity,eclipse,umbra,penumbra
Activity:Finish planets then begin eclipses.Draw illustrate the solar and lunar eclipses. Label each drawing color and write a paragraph explaining what each is and what makes them happen.
Exit Slip:Critical thinking:Many planets have moons in orbit around them. If the sun has 99 percent of the solar system's mass then why aren't these moons orbiting the sun instead like the eight planets do?
November 7, 2012
Bellringer:Vocabulary: planet, constellation, solar system, satellite
Activity:Draw, illustrate the eight planets to scale using 4 sheets of white paper. Write at least three facts for each planet. Color planets with colored pencils.
Exit Slip:Critical Thinking: How do gravity and mass of objects play a role in our solar system.
Science Assignments
Here are the links to quizzes for each class period. Choose your link to take a quiz.
FIRST PERIOD:
http://www.thatquiz.org/tq/classpage?01a0124567f694
SECOND PERIOD:
http://www.thatquiz.org/tq/classpage?01a3469bcef695
FIFTH PERIOD
http://www.thatquiz.org/tq/classpage?01a3489abdf697
SIXTH PERIOD
http://www.thatquiz.org/tq/classpage?01a1589bcdf69a
Waves Unit
I can describe and illustrate properties of waves, relationships among wave characteristics, and calculate wave frequency, period, speed, wavelength.
I can compare and contrast longitudinal and transverse waves.
I can identify waves in the electromagnetic spectrum and describe relationships among their properties.
I can predict the possible outcomes associated with interference in waves.
I can identify and illustrate examples of reflection, refraction, and diffraction among waves.
I can describe waves in terms of frequency, wavelength and amplitude.
Powerpoint link to Waves
https://docs.google.com/present/view?id=dfh23k67_3598fj3szthg
Powerpoint link to Electromagnetic waves
https://docs.google.com/present/view?id=dfh23k67_3772cffpgqcj
Powerpoint link to Sound and Light Waves
https://docs.google.com/present/view?id=dfh23k67_3724hqmq7xhg
Try these calculation problems about waves:
The Wave Speed Equation
v=λƒ
v = velocity λ = wavelength ƒ = frequency
1. What is the velocity (v) if λ = 8 m and ƒ = 20 Hz?
λ =
ƒ =
v = __________
2. What is the velocity (v) if λ = 6 m and ƒ = 10 Hz?
λ =
ƒ =
v = __________
3. A wave traveling in water has a frequency of 500 Hz and a wavelength of 3.00 meters. What is the speed of the wave?
λ =
ƒ =
v = __________
4. The lowest-pitched sounds humans can hear have a frequency of 20 hz. What is the wavelength of these sound waves if their speed is 340 m/s ?
λ =
ƒ =
v = __________
5. Using the velocity of sound at 343 m/s and given the frequencies of a piano scale, compute the wavelengths of a note that has a frequency of 440hz.
λ =
ƒ =
v = __________
6. The velocity of a wave named Wanda is 200 m/s and it has wavelength of 14 meters. Wanda’s friend Wendy is moving at 100 m/s at the same wavelength. Calculate both Wanda and Wendy’s frequency.
Wanda Wendy
λ = λ =
ƒ = ƒ =
v = v =
The physics tutorial link:
http://www.physicsclassroom.com
In order to answer challenge questions and calculation problems review the concepts on waves at the physics classroom tutorial. Here you can read about waves and their properties and learn about important concepts needed to complete challenge questions successfully. The more you inquire about waves the more you will understand. The more you understand, the easier the challenge questions and calculations become.
https://docs.google.com/present/view?id=dfh23k67_3598fj3szthg
Powerpoint link to Electromagnetic waves
https://docs.google.com/present/view?id=dfh23k67_3772cffpgqcj
Powerpoint link to Sound and Light Waves
https://docs.google.com/present/view?id=dfh23k67_3724hqmq7xhg
Try these calculation problems about waves:
The Wave Speed Equation
v=λƒ
v = velocity λ = wavelength ƒ = frequency
1. What is the velocity (v) if λ = 8 m and ƒ = 20 Hz?
λ =
ƒ =
v = __________
2. What is the velocity (v) if λ = 6 m and ƒ = 10 Hz?
λ =
ƒ =
v = __________
3. A wave traveling in water has a frequency of 500 Hz and a wavelength of 3.00 meters. What is the speed of the wave?
λ =
ƒ =
v = __________
4. The lowest-pitched sounds humans can hear have a frequency of 20 hz. What is the wavelength of these sound waves if their speed is 340 m/s ?
λ =
ƒ =
v = __________
5. Using the velocity of sound at 343 m/s and given the frequencies of a piano scale, compute the wavelengths of a note that has a frequency of 440hz.
λ =
ƒ =
v = __________
6. The velocity of a wave named Wanda is 200 m/s and it has wavelength of 14 meters. Wanda’s friend Wendy is moving at 100 m/s at the same wavelength. Calculate both Wanda and Wendy’s frequency.
Wanda Wendy
λ = λ =
ƒ = ƒ =
v = v =
The physics tutorial link:
http://www.physicsclassroom.com
In order to answer challenge questions and calculation problems review the concepts on waves at the physics classroom tutorial. Here you can read about waves and their properties and learn about important concepts needed to complete challenge questions successfully. The more you inquire about waves the more you will understand. The more you understand, the easier the challenge questions and calculations become.
We will be using class DOJO. Below is a video to help you get to know what DOJO is. Watch the video. Students who have earned points will get to participate in the game days and rewards. Those who have deduct points will not participate in any reward until behavior improves.
Every week bring in a current event about science from the news to share with the class.
Science current event from news. Google news : science; search the web for news in the science field. Choose an article that interests you the most. Read it and bring in one of the following to share /present to class.
YOUR WORK MUST BE CITED.
Bring in a page that explains your topic, draw a picture page with colored pictures that illustrates your topic, make a cartoon strip in color that illustrates your topic, or print the article and annotate the article giving your reflection on it.
Present your science news to the class.
Earth Unit
Geomagnetic polarity reversal handout activity (25 points possible) - visit the link posted below to learn more about this phenomenon. Watch the video clips to enhance your understanding.
Magnets and Magnetic Fields
I can demonstrate magnetism by creating my own magnet.
Bell Ringer: What makes a magnet work?
Background information:
Magnets and magnetic fields pages 395-400 Interactive Reader
Activity: Exploring Earth's Magnetic Field Create your own magnet using materials provided in the classroom. Write your procedure, hypothesis, etc. using the lab report format. Test your magnet to see if it works. Take pictures and tweet @mchsnews
Exit Slip: What did I learn today? How do I know I learned it?
Bell Ringer: What makes a magnet work?
Background information:
Magnets and magnetic fields pages 395-400 Interactive Reader
Activity: Exploring Earth's Magnetic Field Create your own magnet using materials provided in the classroom. Write your procedure, hypothesis, etc. using the lab report format. Test your magnet to see if it works. Take pictures and tweet @mchsnews
Exit Slip: What did I learn today? How do I know I learned it?
I can illustrate magnetic fields and describe how they are created.
Bellringer: Magnetic Fields handout. Students will draw the magnetic field lines around bar magnets. 1. around a single bar magnet 2. around two bar magnets with north pole of one facing the south pole of the other 3. around two bar magnets with north pole of one facing the north pole of the other.
Activity: Complete electromagnetic lab report and turn in. Read and complete magnets and magnetic fields worksheet pages 395-400. DUE AT END OF CLASS.
Exit Slip: What subatomic particle is responsible for magnetism? Explain.
I can analyze the composition of Earth's layers and how earthquakes are formed.
Bellringer:How is the Earth like a chocolate covered cherry?
Activity:Define seismic waves, s-wave, p-wave, earthquake. Create a graphic organizer about the layers of the Earth describing their thickness, density, and composition.
Exit Slip: What did I learn today; and how do I know I learned?
Activity:Define seismic waves, s-wave, p-wave, earthquake. Create a graphic organizer about the layers of the Earth describing their thickness, density, and composition.
Exit Slip: What did I learn today; and how do I know I learned?
I can describe the theory of plate tectonics, analyze movement of tectonic plates and what resulting structures form.
Bellringer:Drawing a mid-ocean ridge.
Activity:Guided notes on the theory of plate tectonics.Explain how earth's surface changes over time both gradually and suddenly. Types of plate boundaries and structures which form there are explained in the guided notes.
Exit Slip: What did I learn today; and how do I know I learned?
Activity:Guided notes on the theory of plate tectonics.Explain how earth's surface changes over time both gradually and suddenly. Types of plate boundaries and structures which form there are explained in the guided notes.
Exit Slip: What did I learn today; and how do I know I learned?
theory_of_plate_tectonics.docx | |
File Size: | 169 kb |
File Type: | docx |
I can describe the theory of plate tectonics, analyze movement of tectonic plates and what resulting structures form.
Graphic organizer, guided notes , info retrieved from the two video clips, prior class discussions, and notes.
I can describe the theory of plate tectonics, analyze movement of plates and describe structures formed.
Bellringer: Pick up handout; get an interactive reader book and read 467-476.
Activity: Interactive Reader pages 467-476 answer all questions and complete the cloze reading handout.
Exit Slip: I learned...I know I learned....
Activity: Interactive Reader pages 467-476 answer all questions and complete the cloze reading handout.
Exit Slip: I learned...I know I learned....