Physics 1010

Ms. Jones

Concurrent Enrollment

To find the current slide, search for “CURRENT DAY”

Miss a class? What should you do?

1. (HIGHLY ILL-ADVISED) Ask the teacher: “Did I miss anything?”
2. (Optional and not recommended) Ask a peer: “Did I miss anything?”
3. Check the Slides for what you missed.
4. Ask a peer: “What did I miss and may I borrow your notes?”
5. Get handouts from PowerSchool
6. Complete any work marked as missing in PowerSchool
7. Ask the teacher outside of class about any content you couldn’t pick up on your own.

Habits Remediation

Students receive an N with greater than 4 tardies or late/missing assignments and a U with greater than 7 tardies or late/missing assignments. To remediate an N, answer the first three questions of the survey. To remediate a U, use the book, 7 Habits of Highly Effective Teens by Sean Covey, and respond to the survey. Copies can be obtained from me (1), the library (1) or from Ms. Wallace (6). Due June 1 to remediate prior to Spring Semester grade submission, after which you must notify me of your submission and use the Remediation Worksheet.

​

​

1. First Day of School

Start Day: Mon Aug 21

CURRENT DAY

Welcome to Physics!

1. Choose your seat. Leave chairs at tables.
2. Obtain a marker and a notecard (brown desk)
3. Fill out a card.
1. FRONT: your name in big letters with marker
2. BACK: 3 things you like

Example:

1. Soccer
2. Chocolate
3. Singing

​

​

Welcome to Physics!

1. Choose your seat. Leave chairs at tables.
2. Obtain a marker and a notecard (brown desk)
3. Fill out a card.
1. FRONT: your name in big letters with marker
2. BACK: 3 things you like
4. Share your Name and 3 Things with two neighbors

Example:

Welcome to Physics!

Physics is the natural science that involves the study of matter and its motion and behavior through space and time, along with related concepts such as energy and force.

Welcome to Physics!

Tuesday, August 22, 2017

1. Pledge of Allegiance (1st block only)
2. Classroom Expectations
3. Homework Assignments
4. Pre-Tests
5. Diffusion Lab
6. Physics Orientation

2. Classroom Expectations

1. Cell phones: no cell phones is default
1. Calculators
2. Be professional
2. Discussions
3. Speakers
4. Chromebook Orientation
• Dell
• Acers with solid spine
• Acers with gills

3. Homework Assignments

1. Check PowerSchool (Crew)
2. Sign up for Google Classroom: gfxd04 (in class)
3. Science Safety Code of Conduct (homework)
4. Acknowledge Syllabus

4. Pre-Tests

1. Physics (Chromebook)
2. Algebra (paper)

5. Diffusion Lab

Diffusion is a concept that shows up over and over again in Physics, and is important to understanding

​

1. In-person Demo
2. Online simulation: PhET: Diffusion
3. Discussion

5. Diffusion Lab: Discussion

• What is diffusion?
• What are 2 examples of diffusion?
• How could you show diffusion with common household objects?
• What can you quantify about diffusion?

6. Orientation to Physics

1. Syllabus
1. Due dates: Assignments are sometimes due on dates when you don’t have class
2. Materials: notes, pen/pencil, binder
• Optional: calculator, highlighter, laptop

Diffusion Lab

1. Define
2. Predict
3. Compare
4. Collect Data
5. Conclude

2. Diffusion & Recycling

Start Day: Tue Aug 21

Start Up (write in notes)

1. Develop an example of diffusion and how you could quantify it.
2. How does diffusion play a role in discussing the radiation from the sun?

SCIP

Scan

Check out

Investigate

Prepare

2. Diffusion & Recycling

1. Diffusion Wrap Up
2. SCIP
3. Recycling Worksheet
4. Recycling Quiz
5. SCIP: Units

Homework

SCIP: Conceptual Physics: Scan "Scientific Measurements" p. 2-6.

Units table

British Imperial (BI)

International System (SI)

Units table

British Imperial (BI): English

International System (SI): Metric

Standard Units

Standard: units used in Physics formulas

CASE #1:

Kinetics

I can appropriately use and report numbers when discussing movement, in terms of Physics concepts

Homework

SCIP: Watch Recycling Video

Recycling

Video

Quiz

3. Recycling & Numbers

Start Day: Thu Aug 24

Start Up

1. List 3 things that are hard to recycle
2. List 3 things of which you can measure their weight - and the approximate weight
3. List 3 things of which you could measure its length in the classroom - and its approximate length.

Reporting Numbers

Recycling Mad Lib: Facilities Operations

Scaled

• The size of the universe

​

Scientific Notation

1. One digit in front of the decimal
2. Exponent represents decimal change
3. Negative exponents represent small numbers & vice versa
4. Multiplying & dividing in SN is easy!

4. Digital Catchup

Start Day: Mon Aug 28

Start Up

In an attempt to start memorizing some useful numbers, from the back of Conceptual Physics textbook, copy down the following values:

• Speed of light in a vacuum, c = _____
• Speed of sound = _____
• Acceleration of gravity, g = _____
• Gravitational constant, G = _____
• 1 in = _____ cm
• 1 ft = _____ m
• 1 lb = _____ N

While completing the Start Up, please come get your email password.

1. Click the WiFi icon in the bottom right corner of the screen.
2. Select the "VAAC-OPEN" WiFi network option.
3. It will ask for your username and password to join the network.
1. -Username: student Password: student

Join Google Classroom: gfxd04

1. Syllabus Acknowledgement
2. Science Safety Code of Conduct
3. Recycling Quiz
4. Pre-Test

Tours

Google Classroom

5. More number conjugation

Prefixes

Start Day: Tue Aug 29

Start Up

Record the measurements of the length, width, and height of a textbook.

Class Logistics

• Notify me of completed digital assignments when late
• Syllabus Acknowledgement-PARENT is optional
• Science Safety Code of Conduct is required and on website

Prefixes

Problem Set #1

Homework:

Problem Set #2

​

6. SIG FIGS & Measurements

Start Day: Thu Aug 31

StartUp

1. Take out your homework for correction
2. Copy the table to list 5 things can can be measured and the tool you would use to measure. Utilize 5 DIFFERENT tools.

​

​

SIG FIGS

1. When requesting a board to be cut at the hardware store, which value would you pose? What are the reasons that you would request one over the other?
1. 6 feet
2. 72 inches
3. 72.0 inches
2. When measuring the width of the textbook, what measurement would you report?
• 9 in
• 8 ⅝ in
• 8.625 in
• 2 cm
• 22 cm
• 21.9 cm

Triple Beam Balance

• Rolling objects
• Notches
• Holding beam steady
• Units

Measurements Worksheet

Quiz

Case#1.LTLT#1 Quiz�

7. LTLT#1 & Volume Review

Start Day: Mon Sep 11

Group Work Start Up

Draw the following figures then calculate the volume and surface area:

r = 5in� h = 15in

Measurements Worksheet Review

Circumference challenge?

Units for Volume

Problem Set #3

SCIP

Investigate the Physics Alphabet file on Google Classroom

8. Density Lab

Start Day: Tue Sep 12

Start Up

1. Take out your Problem Set #3: targets face-up
2. Discuss with your neighbors:�What is the difference between a and A?

​

Density Lab

How would you describe the density of people in this room?

Density Lab (25 min)

What materials are all of your objects?

Densities of Common Materials - Engineering ToolBox

Densities of Common Materials

9. Density Lab: Cont.

Start Day: Thu Sep 14

Density Lab

Draw a graph comparing mass to volume of your objects

Density Lab

Draw a graph comparing mass to volume of your objects

Why does this data produce a line?

​

Should the data points be connected in a line (should the dots be connected?)

Density

I can predict the layering of objects based on their densities

SCIP: Prepare for Memorization Quiz

1. Physics Alphabet
2. Prefixes
3. Standards units of basic measurements
4. Scientific Notation
5. Area formulas (circle, rectangle, circumference, triangle)
6. Density formula
7. Conversions: 1in = 2.54cm

Slide #65

Trivia

There are 4 languages in Physics

1. True
2. False

Nanoseconds is equal to:

1. 10^-9 seconds
2. 10⁹ seconds
3. 10^-6 seconds
4. 9 seconds

Macro is equal to

1. 10^-9 seconds
2. 10⁹ seconds
3. 10^-6 seconds
4. Large scale

10⁶ bytes is equal to:

1. millibytes
2. microbytes
3. Megabytes
4. Gigabytes

μs is equal to:

1. microseconds
2. 10^-6 seconds
3. A&B
4. microbytes

Newton:

1. is a standard unit in SI
2. was a famous scientist whose first name was Isaac
3. Is a measurement of weight
4. All of the above

mass:

1. is a measurement of the amount of “stuff”
2. is measured in grams
3. is expressed in kg for formulas
4. All of the above

The standard unit of measurement of length in BI is:

1. inches
2. centimeters
3. miles
4. Hours
5. feet

The standard unit of measurement of time in BI is:

1. weeks
2. seconds
3. miles
4. hours

The standard unit of measurement of mass in BI is:

1. elephants
2. slugs
3. miles
4. grams

The area of a cylinder is:

1. The area of two circles plus the rectangular “lable”
2. The base area multiplied by the height
3. 3 elephants
4. A circle

The volume of a hexagonal prism is:

1. The area of the hexagon plus the rectangular hexaplexangle
2. The base area (the area of the hexagon) multiplied by the height
3. 5 elephants
4. A triangle

The symbol for density is:

1. The area of the hexagon plus the rectangular hexaplexangle
2. “rho”
3. ρ
4. B&C

Physicists use V for volume because:

1. There are multiple V’s in physics
2. We like to confuse laypeople
3. 5 elephants
4. A triangle

1 mile =

1. 12 inches
2. We like to confuse laypeople
3. 5 elephants
4. 5280 feet

1 inch =

1. We like to confuse laypeople
2. 12 miles
3. 12 feet
4. 2.54 centimeters

10. Momentum

Start Day: Mon Sep 18

Mon Sep 18 2017

Memorization Quiz!!

​

Take 4 minutes to review

National Youth Leadership Forum: Medicine

Start Up

1. Describe a situation where an object would have lots of momentum
2. On what factors do you think momentum depends?

Dodgeball Kick Demo

Inelastic vs. elastic collisions

SCIP: Investigate

Watch the video: Hewitt-Drewit: Freddy Frog

11. Elasticity & Plasticity

Start Day: Tue Sep 19

Start Up

Take out your notes. Discuss with your neighbors. What type of collisions were:

• Dodgeball Kick demos?
• Freddie Frog demos?

​

Collisions:

• Elastic
• Inelastic
• Plastic

Plasticity in Peeps

Dynamic Sprites

Locomotion Skills for Simulated Quadrupeds

Conservation of momentum

Railroad car A initially rolls at 10 m/s and makes a perfectly elastic collision with car B of the same mass. After the collision, car A is observed to be at rest. What is the speed of car B?��

Conservation of momentum

If the cars in the previous problem stick together, what is their speed? What type of collision is this?

Problem Set #4: Collisions

12. Velocity

Start Day: Thu Sep 21

StartUp

1. Take out Problem Set #4.
2. Write a response in your notes, then discuss with your neighbors:� What is speed?

​

​

Note: make sure you have an answer. You will be sharing it with the class.

​

Pre-Tests need to be done TODAY in order to accurately get final score

1. Kasper, Tristyn, Brandon
2. Tevin
3. Ian
4. Luke
5. Keaton

Reminder

No cell phones please

Quotes by Mr. Hunter

Don't do quality. Overshoot quality. We're just here for speed. What do you think this is, Venture?

Mr. Hunter: Are we meeting up now?�Mr. Taylor: yeah, 5 minutes. �Mr. Hunter: ok, I'm not going anywhere otherwise I'll forget.

You can have them do anything if you have them just sign a waiver

I used to know how to say, "get off your horse and fight me" in mandarin.

​

​

Velocity Exploration

1. What is the average speed of one person walking in your group?

Velocity Exploration

1. What is the average speed of one person in your group?
2. What is the speed of a car driving across the parking lot? � 500 ft. (1mi/5280 ft) = 0.094 mi

Velocity Exploration

1. What is the average speed of one person in your group?
2. What is the speed of a car driving across the parking lot?
3. What is the top speed of an F-16 Fighter Jet?

Velocity Exploration

1. What is the average speed of one person in your group?
2. What is the speed of a car driving across the parking lot?
3. What is the top speed of an F-16 Fighter Jet?� Why is the top speed of 1,350 mph listed as mach 2.05?� Speed of sound: 340.29 m / s� 1 m = 3.28084 ft�1mi = 5280 ft

SCIP: Prepare

1. Hewitt Drewit: Velocity & Acceleration
2. How would you measure the acceleration of the car driving across the parking lot? A jet?

12. Review Day (sub)

Start Day: Mon Sep 25

Review Day Worksheet

Linear Motion Quiz

13. Acceleration

Start Day: Tue Sep 26

StartUp - Wed Sep 27

1. Record LTLT#3: “Use measurement and mathematics skills to make predictions about velocity, acceleration and momentum of objects”
2. Answer the following questions as best you can.
1. If I walk around the block, ending up at the same place I was before, what is my displacement? What is the distance covered?
2. What does the bar over the v in the velocity equation mean?� Is it necessary?
3. How would you measure the acceleration of the car driving across the parking lot? A jet?

Velocity & Acceleration Exploration

Moving Man Simulation

Measure the acceleration of a ball rolling on the ground.

Exit Ticket

Record today’s targets:

1. I can describe acceleration as the change in velocity over a period of time
2. I can measure the acceleration of a ball rolling on the carpet (high-friction surface)

​

Spelling Test Review

​

14. FBDs & F=ma

Start Day: Thu Sep 28

Spelling Test

Adopt a Shakespearian

PHYS 4 - Tacy: Amber; Talon, Mackenzie: Taylor

PHYS 5 - Jeanna: Sierra, Mark: Dayton

PHYS 2 - Tevin: Abe; Hannah: Akemi; Lizzie: Alex; Ezri: Kylie; Noah: Stratton

PHYS 1 - Natalie: Clarissa, Jackson: DeLaini, Brandon: Tristyn

PHYS 3 - Josh: Caleb, Sam: Hannah, Jordan: Leland, Porsche: Katie

We interrupt this programming...

1. Slides Orientation
2. Revised assignments due Wed Oct. 4
3. StartUp Ready

StartUp

1. Record LTLT#4: “Use velocity, acceleration and forces, to make predictions about the behavior of objects”
2. What force is required to push a box along a floor? Draw a diagram.

Free Body Diagrams (FBDs)

• Objects represented by a point or a box
• Arrows represent magnitude and direction of forces
• Arrows emanate FROM object

FBD Examples

1. Pen falling
2. Holding pen in hand
3. Tossing pen
4. Airplane taking off
5. Airplane at cruising altitude
6. Box sitting on table

FBD Examples

7. Ball rolling

​

Exit Ticket

Record today’s target:

I can accurately draw FBDs and name the related forces

​

Habits of Work Check

Honors

Satisfactory

Needs Improvement

Unsatisfactory

SCIP: Check out

Watch the Hewitt Drewit video on Forces: Hewitt-Drew-it! PHYSICS 3. Net Force & Vectors

15. Friction Lab

Start Day: Mon Oct. 2

StartUp

1. Copy the definitions:
1. Dynamic Equilibrium - state of balanced forces where an object is moving
2. Static Equilibrium - state of balanced forces where an object is stationary

Spelling Test Retakes right after the StartUp!

Non-Shakespeareans:

2. Draw a FBD of a ball rolling
3. Draw a FBD of a box being pushed along the floor.

​

Shakespeareans:

2. Review for Spelling Test

​

Shakespeare Festival Catch Up

1. Spelling Quiz/Pass back papers
2. Shakespearian Adoption results

Adopt a Shakespearian

PHYS 4 - Tacy: Amber; Talon, Mackenzie: Taylor

PHYS 5 - Jeanna: Sierra, Mark: Dayton

PHYS 2 - Tevin: Abe; Hannah: Akemi; Lizzie: Alex; Ezri: Kylie; Noah: Stratton

PHYS 1 - Natalie: Clarissa, Jackson: DeLaini, Brandon: Tristyn

PHYS 3 - Josh: Caleb, Sam: Hannah, Jordan: Leland, Porsche: Katie

Relate acceleration to force

F=ma

If force of thrust on a 2,300,000 kg rocket is 2.07 x 10⁸ N, what is its acceleration?

Force and weight

What is the weight of a 500g weight?

​

Force and weight

What is the weight of a 500g weight?

F=ma

m = 500g = 0.5kg

a_g = 9.8m/s²

Weight = F_G = ma_G = (0.5kg)(9.8m/s²)

​

​

Newton’s Second Law

Acceleration due to gravity on Earth

​

16. Friction Lab (continued)

Start Day: Thu Sep 28

PHYS 4, 5

StartUp

Finish Friction Lab

Friction Lab Wrap Up

Friction Lab Data

​

Engineering Toolbox Coefficients of Friction

Exit Ticket

Record today’s targets:

1. I can describe Newton's Second Law as the relationship between force, mass, and acceleration
2. I can explain why an object with an applied net force is accelerating in terms of Newton's Second Law

​

Exam 1 Nov. 6/7

Case #1: Kinetics

Target: I can appropriately use and report numbers when discussing movement, in terms of Physics concepts

Habits of Work Check

Revision Instructions on GoogleClassroom

Habits of Work Check Check

17. Impulse and Net Forces

Start Day: Mon Oct. 23

StartUp

Use dry erase boards: Create an explanation, as a group, for the Physics behind tearing a paper towel from a spool.

• You may take a 2-minute fieldtrip to a restroom if you would like.
• Please only tear a minimal amount of towels.
• Use FBDs if possible

Force of Friction

Friction Example #2: Ski Touring

What are the mechanisms that create increased friction between the surfaces?

ABCD Review Quiz

Exam: Monday, Nov. 6

ABCD Review Quiz

1. What is the relationship between Force and acceleration?

(Dry erase board)

ABCD Review Quiz

2. Draw a FBD of pulling a block along a table

ABCD Review Quiz

3. What is the relationship between force of friction and normal force?
1. The higher the normal force, the higher the force of friction
2. The higher the force of gravity, the higher the force of tension
3. A & B
4. The higher the normal force, the lower the force of friction

ABCD Review Quiz

4. What is the concept of diffusion?
1. Everything collects in one place, like leaves in the yard
2. Everything moves from high to low
3. Everything sits still unless acted upon by a net force
4. Everything stays in motion unless acted upon by a net force

ABCD Review Quiz

5. Which one is in correct scientific notation?
1. 8 googolplexes
2. 8 x 8¹⁰ plexes
3. 8 gigaplexes
4. 8 x 10⁸ plexes

ABCD Review Quiz

6. What are SIGFIGS?
1. Delicious fruit that grows in Africa
2. The number of digits past the decimal
3. The (accurate) number of digits that matter in a number
4. Small animals that live in Australia

ABCD Review Quiz

7. Which is in proper prefix notation?
1. 1.21 GigaWatts
2. 1.21 GigaHertz
3. 1.21 MegaWatts
4. 1.21 microwatts
5. All of the above

ABCD Review Quiz

8. Which order is the prefix “nano”?
1. 9
2. -9
3. 12
4. -12

ABCD Review Quiz

9. What unit does the triple-beam balance report?
1. mass
2. weight
3. grams
4. Newtons

ABCD Review Quiz

10. What type of quantity does the triple-beam balance measure?
1. mass
2. weight
3. grams
4. Newtons

Vector Addition & Net Forces

1. What is the resultant force of the two people pulling on the boat?
2. Is there an acceleration on the boat?
3. Once the boat starts moving, do the mariners have to keep pulling on the boat for it to reach the dock? Why or why not?

Vector Addition & Net Forces

Two forces act on an object. The forces each have a magnitude of 34 Newtons, and act along the same line, but in opposite directions.

1. Draw a FBD of the problem statement
2. What is the magnitude of the resultant force acting on the object?

Newton’s 3rd Law

A stack of books rests on a table. Draw a FBD of the black book (2nd from the bottom)

SCIP

Net Forces and Vectors video

​

18. Snowpack

Start Day: Tue Oct. 24

Record today’s targets:

I can describe impulse force as the magnitude of a force applied over a period of time”

I can describe a net force as a resultant of multiple forces

I can use vector addition (Pythagorean Theorem, Trig functions)

I can explain how gravity and the normal force work together to explain a number of everyday phenomena (Newton's 3rd Law)

​

​

Example #1: complete description

Write complete descriptions of the vectors shown in the diagram.

Example 2:

Find the magnitude of the net force.

The direction of the 60-lb force is north, and the direction is east for the 100-lb force. Describe the direction of the net force.

Revisions due Friday Oct. 27

Net Forces & Vector Addition Quiz

Avalanches: diagrams from Physics in Motion

Jeff Levison

University of Alaska Fairbanks

​

Snowpack: Physics - Jones

Target: I can describe the phase changes and forces involved with snowpack

A falling serac from the summit ridge of Mt. Hunter causes a dramatic powder blast across the East Fork Kahiltna Glacier.

Location: Denali Base Camp,

Alaska Range

​

Avalanche Types

• Loose Snow
• Slab: hard, soft, wind

Loose Snow Avalanche

A heli-skier manages his sluff by moving onto the higher terrain feature

to allow the snow to safely pass by him.

skier: Dan Starr location: Heiden Glacier, Chugach Mountains

​

Soft slab Avalanche

Stability Tests

Compression Test (Applied Snow and Avalanche Research Group, University of Calgary)

Compression Test (Backcountry Magazine)

Hardness Scale: fist, four fingers, one finger, pencil, and knife�

Utah Avalanche Center

Want to travel in the backcountry?

Take an Avalanche Safety Course: Utah Mountain Adventures

Beacon, shovel, probe

Utah Avalanche Center

Dutch Draw Avalanche

18. Snowpack

Start Day: Thu Oct. 26

Start Up

Find the anchors in the telemark bindings (as opposed to clasps or springs).

Agree as a table then send one representative to me to check your answer.

Avalanche-related Vocab

National Avalanche Center

• Anchors
• Aspect
• Concave
• Convex
• Cornice
• Couloir (chute)
• Loading
• Rime
• Serac
• Sluff
• Skin Track
• Transceiver
• Whoomping

Shale vs. Conglomerate

Snow Metamorphism - process of grain coarseningPHYS 4 Tue 5/2

• Depth Hoar - Large-grained, faceted, cup-shaped crystals near the ground. Depth hoar forms because of large TG within the snowpack.
• Surface Hoar - Featherly crystals that form on the snow surface during clear and calm conditions - essentially frozen dew. Forms a persistent weak layer once buried. (small TG) (greenhouse effect)
• Graupel - Heavily rimed new snow, often shaped like little Styrofoam balls.

What type of avalanche?

I Love Splitboarding

Breaking Trail - OFFICIAL Backcountry Trailer

I love TELEMARK

Thrice Challenger Challenge

Avalanche example

Dutch Draw Avalanche

Exit Ticket

Snowpack Quiz

19. Gravity

Start Day: Mon Oct 30

SLCs: Artifact Sheets

Choose 3 Long Term Learning Tartgets (LTLTs) from the STA

Use the digital form if desired

​

How many taking Chemistry?

1. CU PhET Gravity and Orbits simulation

What is the relationship between the force of gravity, mass, and distance between objects?

2. Vsauce: What If Earth Stopped Spinning?

• Tangential Velocity

3. Travel Inside a Black Hole

• Schwarzschild Radius
• Singularity
• Spaghettification
• Event horizon

Centrifugal vs. Centripetal

4. Bus example

5. Tether Ball example

Centrifugal vs. Centripetal

​

Centrifugal “Force”: the fake force that pushes to the outside of a spin

Centripetal Acceleration/Force: the actual acceleration that holds objects in a circular orbit

20. Angular Velocity

Start Day: Tue Oct 31

StartUp: Setup Cornell Notes with the vocabulary for today’s lesson

1. Agitate
2. Angular Velocity
3. Angular Momentum
4. Torque

1. Angular Momentum

Textbook Demo

2. Angular vs. Tangential Velocity

Planet orbit demo

3. Torque

CU Phet Balancing Act

Record today’s targets:

1. I can describe angular velocity as a change in angle over a period of time
2. I can explain that angular and tangential velocity are related by the radius of the orbit
3. I can balance objects using the property of torque
4. I can describe torque as the amount of work done by a force applied at a distance from a lever arm

​

Formulas for Memorization

22. Exam #1 Review

Start Day: Thu Nov. 2

Exam 1 Review

Case #1: Kinetics

Target: I can appropriately use and report numbers when discussing movement, in terms of Physics concepts

​

Exam: Monday. Nov. 6

Exam #1 Review Question

1. What is the mass of water contained inside of a basketball with a diameter of 20cm? The density of water is 1 g/cm³.

​

1. What is the momentum of that water-filled basketball rolling down a hill at 6 m/s?

Binder Check

As you study, please have your binder out for a Binder Check

CASE #2:

Waves

I can describe the features, behaviors, and impacts of waves�

23. Pendulums

Start Day: Wed Nov 8

StartUp

1. Start a new section of your notes.
2. Record the target for Case #2: I can describe the features, behaviors, and impacts of waves

Pendulums

The Pendulum

Foucault Pendulum at the Chicago Museum of Science and Industry (6:30)

Foucault Pendulum Timelapse

The Foucault pendulum

Pendulum on the moon

If acceleration due to gravity on the moon is 1.620 m/s², what would the period of your pendulum be?

Record today’s targets:

• I can describe the period of a pendulum and the factors that influence it.
• I can explain the significance of a Foucault Pendulum in that it exhibits the rotation of the Earth
• I can describe how to use a pendulum to calculate gravity on the moon

Case #1 Exam Revisions

Grab a Chromebook to use for revisions

Dino Match!

Case #1 Exam

• Revisions: Make corrections by Tuesday, Nov. 21
• To define words, use words other than the word you are defining
• Time in class:
• Ask questions of peers
• Ask questions of me: direct to origin, clarify points

24. Properties of Waves

Start Day: Tue Nov 14

Start Up

1. List three examples of waves
2. List three characteristics of sound

1. Pendulums
2. Standing Waves
3. Frequency, Wavelength, Amplitude
4. Transverse vs. Longitudinal
5. Mechanical vs E&M Waves
6. The E&M Spectrum

Produce a standing wave

B. Standing Wave

C. Properties of Waves

​

Google: “CU Phet Wave on a String”

​

​

C. Properties of Waves: Frequency, Wavelength, Amplitude

Properties of Waves

1. Rank in order of lowest to highest frequency
2. Rank in order of shortest to longest wavelength?
3. Rank in order of least to greatest amplitude?

Start Up

Please take out your Properties of Waves worksheet

Discuss ideas with your neighbors:

How do you measure the amplitude of various waves?

• Ocean waves
• Sound waves
• Light waves

D. Transverse/E&M vs. Longitudinal/Mechanical

Longitudinal and Transverse Wave Motion

E. The E&M Spectrum

SCIP: Textbook

1. Scan pp. 334-342 of textbook
2. Prepare and check your answers to CHECK POINT questions on p. 343 (#1, 2)
3. Prepare (written or point to answer in textbook) an answer to question #7 on p. 347.

​

Scan

CheckOut

Investigate

Prepare

25. Puzzle Time:

Wave Research Project

Start Day: Thu Nov 16

Puzzle Time: Wave Mechanics Research Project

Choose one topic. Create a presentation that includes at least one image and a full description of the topic and the related terms. Utilize the resources outlined in maroon on the Physics STA, between lines 70-97

​

Due Tue Nov. 21

​

​

Enabling Java on Chrome

1. Click on the menu in the upper right, �then select Settings.

2. Scroll to the bottom �and select �Advanced

3. Under the “Privacy and security” category, select “Content settings”
4. Select JavaScript
5. Click the button to Allowed (Recommended)

​

Puzzle Time: Wave Mechanics Research Project

​

Student Examples

1. Stringed instruments: Harmonics, Standing waves, Amplitude
2. Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. Pendulum motion: Seiche wave, Gravity on Mars
4. Slinky: Compression, Rarefaction, Spring constant
5. Doppler Effect: Sound, Light, Sonic Boom
6. Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Constructive & Destructive Interference: Beats, Polarization
9. Electromagnetic waves: their effects on humans

Puzzle Time: Wave Mechanics Research Project

​

PHYS 1

1. Jackson: Stringed instruments: Harmonics, Standing waves, Amplitude
2. DeLaini: Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. Kasper: Pendulum motion: Seiche wave, Gravity on Mars
4. Ethan: Slinky: Compression, Rarefaction, Spring constant
5. Alyssa: Doppler Effect: Sound, Light, Sonic Boom
6. Natalie: Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Clarissa: Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Tristyn: Constructive & Destructive Interference: Beats, Polarization
9. Brandon: Electromagnetic waves: their effects on humans

Puzzle Time: Wave Mechanics Research Project

​

PHYS 2

1. Ashlyn: Stringed instruments: Harmonics, Standing waves, Amplitude
2. Kylie: Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. Matt: Pendulum motion: Seiche wave, Gravity on Mars
4. Abe & Noah: Slinky: Compression, Rarefaction, Spring constant
5. Akemi & Hannah: Doppler Effect: Sound, Light, Sonic Boom
6. Ezri & Kiana: Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Tevin: Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Alex & Lizzie: Constructive & Destructive Interference: Beats, Polarization
9. Stratton: Electromagnetic waves: their effects on humans

Puzzle Time: Wave Mechanics Research Project

​

PHYS 3

1. Taylor, Hannah, Dabrell: Stringed instruments: Harmonics, Standing waves, Amplitude
2. Katie, Porsche: Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. James, Ian: Pendulum motion: Seiche wave, Gravity on Mars
4. Kain, Chris, Mason: Slinky: Compression, Rarefaction, Spring constant
5. Ben, Josh, Caleb: Doppler Effect: Sound, Light, Sonic Boom
6. Jordan, Leland, Morgan: Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Charlie: Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Eliza, Marissa: Constructive & Destructive Interference: Beats, Polarization
9. Ireland, Sam: Electromagnetic waves: their effects on humans

Puzzle Time: Wave Mechanics Research Project

​

PHYS 4

1. Rayne: Stringed instruments: Harmonics, Standing waves, Amplitude
2. Amber: Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. Mackenzie&Savanna: Pendulum motion: Seiche wave, Gravity on Mars
4. Luke: Slinky: Compression, Rarefaction, Spring constant
5. Tatem: Doppler Effect: Sound, Light, Sonic Boom
6. Taylor&(Talon): Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Tacy: Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Tallon: Constructive & Destructive Interference: Beats, Polarization
9. Garrett: Electromagnetic waves: their effects on humans

Puzzle Time: Wave Mechanics Research Project

​

PHYS 5

1. Tyler, Patricia, Jayton: Stringed instruments: Harmonics, Standing waves, Amplitude
2. Seismic waves: Tectonic movement, p- and s-waves, Aftershock
3. Pendulum motion: Seiche wave, Gravity on Mars
4. Niki, Camry: Slinky: Compression, Rarefaction, Spring constant
5. Lindy Kerrigyn, Hailee: Doppler Effect: Sound, Light, Sonic Boom
6. Tyler, Keaton: Travel Through Media, Greenhouse Effect: Short- and Long-wave
7. Justin, Sierra, Jeanna: Double-Slit Experiment & Photoelectric Effect: Light as wave & particle
8. Dayton, Kobee: Constructive & Destructive Interference: Beats, Polarization
9. Ashlee, Katie: Electromagnetic waves: their effects on humans

27. Puzzle Time:

Wave Research Project

Presentations

Start Day: Mon Nov. 20

Options for presentation:

1. Present today and receive a ONE TIME ONLY score
2. Don’t finish, receive no score, Exempt assignment
3. Revise your presentation and submit to me, with a maximum score being a C (75%) (PS: Late, Incomplete)

Start Up

Please grab a Chromebook to take the Wave Puzzle Time (“Properties of Waves”) quiz

​

26. Life Cycle of Stars

Start Day: Mon Nov 27

Puzzle Time: Life Cycle of Stars

Exit Ticket

Create 3 questions that could be used as quiz questions.

Turn in on a separate piece of paper

27. Additional Wave Applications

Start Day: Thu Nov 16

Alpha Decay

Beta Decay:

Neutron > photon + electron

Gamma Decay

Pu²⁴⁴ > Pu²⁴⁰ + photons

Light Spectrometry

• E&M Spectrum
• Doppler Effect of light
• Fusion, Fission, and Radioactive decay

Light Spectrometry

Identification of light based on the emitted E&M radiation

Record Today’s Targets

1. I can give examples of how E&M radiation varies with material
2. I can describe fusion, fission, and radioactive decay
3. I can describe the progression of a star's life with respect to nuclear fusion
4. I can explain the supporting evidence for the Big Bang Theory

28. Reading Comprehension

Start Day: Thu Nov 16

StartUp: Record the Learning Targets for ACT Prep

ACT Prep Learning Targets

• Explain the modern VNOS
• Explain the difference between Theories and Laws
• Explain how creativity is a part of science
• Interpret the basic meaning of a graph
• Extract the keypoints from an article, with the assistance of other resources, even if the context for understanding is vague
• Demonstrate basic problem solving strategies, including Unit Analysis

Views of Nature Of Science survey

Grab a Chromebook!

Reading Comprehension and Views Of Science

1. Case #2 Exam: no revisions
2. Revisions accepted on all other assignments with notification

Views of Nature of Science

1. Science explains natural world
2. Experiments test hypotheses
3. … and information is applied elsewhere
4. Theories change with new info/technologies
5. Theories are supported (not proven) with evidence. Laws were created to explain relationships, eg. p = mv. Units were created to make the laws work.
6. Evidence can be interpreted differently
7. … based on political, or otherwise, agendas
8. Scientists always use creativity and laws (protocol) are followed

Empowered with creativity!

Make space for learning:

• Clean your room
• Take neat notes
• Use different colored pens

​

Spelling Test #2

1. Fusion
2. Fission
3. Chromosphere
4. Photosphere
5. Spectroscope
6. Nuclear
7. Neutron
8. Nebula
9. Supernova

10. Seismic
11. Pendulum
12. Electromagnetic
13. Photovoltaic
14. Amplitude
15. Foucault
16. Tangential
17. Centripetal
18. Centrifugal

What does the graph say?

Start Up (6 min)

1. Create a graph that a neighbor has to guess the meaning, give clues only when requested
2. Choose a partner and guess each other’s graph
3. Study for the spelling test!

​

​

​

Start Up (6 min)

Study for the spelling test!

​

​

​

PHYS 2

StartUpWhat does the graph say?

What does the graph say?

What does the graph say?

What does the graph say?

Hans Rosling's 200 Countries, 200 Years, 4 Minutes

What does the graph say?

What does the graph say?

What does the graph say?

Light Spectroscopy

What does the meter say?

Exit Ticket

Find a graph online that tells a story.

ACT Science Debrief

What makes reading comprehension difficult?

What makes it easy?

What strategies will you use to complete science questions?

Start Up

Discuss with your neighbor:

1. What is your favorite subject and why?
2. What is your least favorite subject and why?

Reading comprehension ACT science questions

1. Passage I
2. Passage II
3. Rain Shadow Survey
4. Whale Watch Survey
5. A New Theory Explains Why the Universe Is Three Dimensional

Start Up:

1. Grab a textbook

​

1. Problem Solving Worksheet

​

​

Problem Solving

Google maps says it takes 54 minutes by bicycle and 53 minutes by public transit to get to a restaurant that is 7.7 miles from the train station. If it takes 10 minutes to travel 2.5 miles, how long will it take to get to the restaurant?

Problem Solving

1. Find an example problem in the textbook
2. Develop an example problem and find the solution

Trade with a neighbor and test your problems.

Start Up

Grab a �Chromebook & �Calculator

What does the graph say?

​

​

Pathways Science Review

1. Open Google Classroom
2. Open Reading Comprehension Quizlet
3. Fill out your name and the first question about quiz method
4. Stop at STOP HERE

Rain shadow Responses

What three questions could you ask someone to determine whether they live in a rain shadow?

How much rain do you get a year? Do you live near any mountains? How well do the crops turn out?

Put the responses in order of worst to best:

What might be different about these two articles if the reporter was writing them for a team of marine biologists?

1. It would be more detailed about the whales and what happened to them, such as the type of damaged they received and where
2. It would contain a lot more scientific jargon and it would be more advanced.
3. It would be more focused on the whales and their biology.
4. One was saying it was the navy, the other was saying that it was a distant explosion

​

Put the responses in order of worst to best: D, B, C, A

What might be different about these two articles if the reporter was writing them for a team of marine biologists?

1. It would be more detailed about the whales and what happened to them, such as the type of damaged they received and where
2. It would contain a lot more scientific jargon and it would be more advanced.
3. It would be more focused on the whales and their biology.
4. One was saying it was the navy, the other was saying that it was a distant explosion

​

Reading Comprehension

1. VNOS
2. Spelling Test
3. What does the graph say?
4. A New Theory Explains Why the Universe Is Three Dimensional
5. Problem solving: unit analysis
6. History of Measurement
7. Here's How Light May Have Burst Through the Universe and Out of the Dark Ages
8. Highlight any words you cannot define currently, on your own. p.15 Activity 2, p. 19 Activity 4, p. 23 Activity 6…?
9. 2005-2006 ACT: Science

Pathways Science Review

29. Basic Circuits

Start Day: Tue Dec 12

StartUp: write in your notes

1. What is electricity?
2. Where does electricity come from?
3. How does electricity power devices?

Pathways Science Review

Revisions:

1. Use an alternate (but legible) font, style, or color for your responses.
2. Make a copy and revise corrections
3. High Quality Product
1. Do it right the first time
2. Copy and paste only with quotes
3. Do your own work (eg. eclipse)

30. Circuits Lab

Start Day: Thu Dec 14

Start Up

1. Draw a circuit diagram and have your neighbor describe.
2. Describe a circuit diagram and have your neighbor draw

Electrical Circuits PreLab Quiz

Resistor Color Codes

Electric Circuits Targets

I can describe the effects and uses of electricity and magnetism on each other in the form of electron movement

I can construct basic circuits and explain its components

I can describe resistance, current, and voltage

I can describe resistance, current, and voltage in parallel and series circuits

I can construct basic parallel and series circuit diagrams

I can identify other applications of electromagnetic fields

I can explain the differences between and utilization of DC and AC current

​

31. Bernoulli's Principle

Start Day: Thu Dec 21

StartUp:

1. Take out a pencil and Case #2 Exam
2. For every 2-3 people, grab two balloons
3. Respond verbally to the following:
1. Bernoulli's Principle states that an increase in the speed of a fluid causes a decrease in pressure.
2. Use Bernoulli’s Principle and the principle of Diffusion to describe the demonstration.

​

Case #2 Exam

32. Historical Physicist

Start Day: Thu Dec 21

Historical Physicist

Check Google Classroom and work on last assignment of the semester

Work Day - Priorities

1. Check grades for missing and revisable assignments�(Due Wednesday 3:00pm)
2. Historical Physicist/Astronomer
3. Historical Physicist presentation?

33. Case #2 Exam Review

Start Day: Tue Jan 09

Start Up: 10 points each�

1. Take out your copy of the syllabus
2. Explain 3 circumstances in which you would “Communicate with me if there are any issues with understanding or completion of assignments, or any other problems that may affect your quality of work.” (Student/Teacher Expectations #3)

Case #2 Exam Review

1. Expectations

​

Miss a class?

1. (HIGHLY ILL-ADVISED) Ask the teacher: “Did I miss anything?”
2. (Optional and not recommended) Ask a peer: “Did I miss anything?”
3. Check the Slides for what you missed.
4. Get notes from a peer
5. Get handouts from Classroom
6. Complete any work marked as missing in PowerSchool
7. Ask the teacher outside of class about any content you couldn’t pick up on your own.

Case #2 Exam Keywords

​

Case #2 Exam Review

1. Expectations

“For all questions, provide a succinct, comprehensive response that appropriately addresses all of the related terms and concepts. Your response can be either a well-written paragraph or a diagram supplemented with an explanation.”

With your neighbors, define the italicized words: � succinct, comprehensive, address, supplemented

Case #2 Exam Review

1. Expectations
1. Study outside of class
2. Review the Slides
3. Review the STA (About section of Google Classroom)
4. Check Google Classroom and PowerSchool � (eg. Syllabus StartUp assignment posted on Google Classroom)
5. Look at the textbook
6. Watch videos
7. Only use revisions if necessary

​

Case #2 Exam Review

2. Assessment

1. Vocabulary grade (See using vocabulary to assess conceptual understanding)
2. Concept grade

Adjustments

• Worth fewer points, no revisions
• Optional revisions
• Mandatory revisions in semester 2
• Curve

​

Case #2 Exam Review

3. Concept review

Case #2 Concept Review: first assignment of 2nd semester

Expectation: understand all concepts listed

Science Skill Targets: (from Syllabus)�Skills 5. Use science to argue a point of view.�Skills 6. Convey accurate scientific information in a written format.�Skills 7. Explain scientific information through a verbal presentation.

​

34. Historical Physicist Presentations Day 2

Start Day: Thu Jan 11

CASE #3:

Energy

I can explain how energy can be stored and used

1. Heat Transfer

Start Day: Tue Jan 16

StartUp Wed Jan 17

1. Describe as many as possible to your neighbor:
1. Convection
2. Radiation
3. Conduction

2. Binder Clean-out: Box for swords

Record the definitions:

• Convection: heat transfer by way of circulating fluids
• Radiation: heat transfer by emitted radiation
• Conduction: heat transfer between adjoining regions

Agenda

1. Types of heat transfer
2. Energy and heat
3. Heat transfer investigation

1st Law of Thermodynamics

The first law of thermodynamics is a version of the law of conservation of energy, adapted for thermodynamic systems. The law of conservation of energy states that the total energy of an isolated system is constant; energy can be transformed from one form to another, but cannot be created or destroyed.

​

Blah, blah...� � In other words, heat can neither be created nor destroyed.

What is heat?

1. Absolute Zero: molecules are not moving = no heat
2. Gas Properties: increased movement = increased temp

Record the target:

​

I can describe heat transfer as the movement of (heat) energy

​

Temperature = Measurement of energy

Phase Changes Worksheet

Key

2nd Law of Thermodynamics

The second law of thermodynamics states that the total entropy of an isolated system always increases over time, or remains constant in ideal cases where the system is in a steady state or undergoing a reversible process. The increase in entropy accounts for the irreversibility of natural processes, and the asymmetry between future and past.

Blah, blah...� � In other words, heat always flows spontaneously from hotter to colder bodies

​

Diffusion = everything moves from HIGH to LOW

DIFFUSION = ENTROPY

​

Diffusion = Entropy

I can conduct an investigation that supports the concept of thermal equilibrium

Heat Transfer Investigation

*PS.3.4.Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperature are combined, results in a more uniform energy distribution among the components

​

Supplies: water, ice, beakers, thermometers

​

Record:

1. Objective:
2. Procedure:
3. Conclusion:

2. Heat Transfer Investigation

Start Day: Wed Jan 17

Heat Transfer Investigation

*PS.3.4.Plan and conduct an investigation to provide evidence that the transfer of thermal energy, when two components of different temperature are combined, results in a more uniform energy distribution among the components

​

Supplies: water, ice, beakers, thermometers

​

Record:

1. Objective:
2. Procedure:
3. Conclusion: Heat Transfer Investigation

Heat Transfer Investigation

1. Clean Up - make sure surfaces are dry
2. Finish lab handout
3. Work on Case #2 Concept Review

Spelling Test: Case #3

​

Adiabatic

Thermodynamics

Condensation

Sublimation

Equilibrium

Bernoulli

Igneous

3. Heat Transfer Investigation WrapUp

&

Global Atmospheric Circulation

Start Day: Wed Jan 17

Start Up (6 points)

1. List three things that radiate heat
2. List three ways heat is conducted
3. List three types of convection currents

Heat Transfer Investigation WrapUp

2. Conclusion

• There was a more uniform distribution of energy because we combined 107° water and 30° water, and in the end, they combined at a temperature of 53° (PHYS 3).
• When we combined the two liquids in the beaker, the fluids mixed: ice in the beaker started to melt. As the mixture hit the point where all the ice had melted, we knew we had hit an equilibrium.
• Energy was distributed between the water and ice. The end product was colder than the water but warmer than the ice.

​

2. Conclusion

• There was a more uniform distribution of energy because we combined 107° water and 30° water, and in the end, they combined at a temperature of 53° (PHYS 3).
• When we combined the two liquids in the beaker, the fluids mixed: ice in the beaker started to melt. As the mixture hit the point where all the ice had melted, we knew we had hit an equilibrium.
• Energy was distributed between the water and ice. The end product was colder than the water but warmer than the ice.

​

3. Time

• Time doesn’t have to be measured because we are describing the uniform energy distribution, not how long it takes to distribute the energy
• It should be measured because, over time, the ice will melt and eventually the mixture will be at room temperature when it equilibrates.
• It should be measured because, if someone were to recreate this experiment, they might get different results.

​

3. Time

• Time doesn’t have to be measured because we are describing the uniform energy distribution, not how long it takes to distribute the energy
• It should be measured because, over time, the ice will melt and eventually the mixture will be at room temperature when it equilibrates.
• It should be measured because, if someone were to recreate this experiment, they might get different results.

​

4. Equilibrate

• Diffusion, because the cold water is diffusing and combining with the hot water.
• Waiting for the temp to balance out
• Opposite forces acting on something/each other: a solid acting on a liquid, ice melting, balancing each other out
• To make the temperature even across both substances

4. Equilibrate

• Diffusion, because the cold water is diffusing and combining with the hot water.
• Waiting for the temp to balance out
• Opposite forces acting on something/each other: a solid acting on a liquid, ice melting, balancing each other out
• To make the temperature even across both substances

5. Equilibrium Temp

Global Air Circulation

I can draw and describe the global fluid circulation convection currents caused by heat sources: radiation from the sun and Earth's core

I can describe adiabatic cooling with respect to pressure gradients and gas properties

I can apply global air circulation to ocean currents

Heat Transfer Quiz

Tue Jan 23

1. Finish Heat Transfer Quiz (15 min)
2. Review for Spelling Test: Case #3

​

Adiabatic

Thermodynamics

Condensation

Sublimation

Equilibrium

Bernoulli

Igneous

​

• Scholarship application deadline: Wed Jan 31
• Other forums: Business, Law & CSI, Media, Medical
• Talk to Ms. M Jones if interested

• Aerospace, Biomedical, �Civil, �Mechanical Engineering
• Sustainable Development: �United Nations �Capstone Impact Challenge
• Tuition $3,400
• Atlanta, �Boston,�San Francisco

​

Global Ocean Circulation

Observed Patterns

• Southern hemisphere: counterclockwise rotations
• Northern hemisphere: clockwise rotations
• Rotations are convection currents, cycling warm at equator, cold at poles
• General movement west at equator, east near poles

What causes “Sea-to-Air” Heat Transfer?

2nd Law of Thermodynamics says that heat travels from the warm ocean current to the cold, northern air (hot to cold)

Global Ocean Circulation �depends upon:

1. Spinning of earth
2. Warming from the sun/Air circulation

Air v Ocean Circulation

• Does this diagram look familiar?
• What did we call the air flow that are shown as red, blue and green arrows?
• What direction is the wind blowing at the equator and why (Coriolus Effect, Newton’s 1st Law)
• What does this diagram have in common with the one on slide #361?

4. Evidence of Earth’s Interior Convection Current

Start Day: Tue Jan 22

Earth’s Interior Project Due Wed Jan 31

I can apply fluid convection to Earth's magma

ESS.2.3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Earthquakes/volcanoes vs. Plate boundaries

Plate Movement:

• Converge - Alaskan Aleutian Island
• Diverge - Mid-Atlantic Ridge
• Shift/Slip/Grind - San Andres Fault

​

Earth’s Interior Project - Example

Hawaiian Island Formation

1. Extrusive Igneous Rocks - volcanoes, hot spots, convection currents
2. Old & new rocks on different islands - plate movement, located on top of fluid that can circulate
3. Active volcanoes - hot spots

Earth’s Interior Project Examples

​

Earth's Interior Evidence Example

Earth’s Interior Example Project

Earth’s Interior Project-Evidence Example

Earth's Interior Project Evidence Example

​

​

This is

Slide #371

Earth’s Interior Project

1. Spelling Test
2. Work Day

Resources:

• Internetz
• Rubric
• Project Examples (#369)
• Notes (#369-372)

ESS.2.3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Spelling Test: Case #3

Adiabatic

Thermodynamics

Condensation

Sublimation

Equilibrium

Bernoulli

Igneous

​

4. Evidence of Earth’s Interior Convection Current (Continued)

Heat Transfer Review

Start Day: Wed Jan 23

Spelling Test

Spelling Test Case #3

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

1. The sun is shining on a lake, causing the molecules to increase in energy (this energy comes from the sun). The molecules expand and rise into the air as a gas.
2. An example is boiling water creating steam. This steam is very hot and causes it to rise up where there is less pressure causing it to cool and create condensation.
3. The heat goes up & then spreads out then turns it to a cloud and drops down towards earth as rain
4. Water boiling in a pot. The heat transfer process is from the burner to the pot which goes into the water and makes the water convect.
5. A puddle on the sidewalk is evaporated by the heat of the sun and the heat goes from the puddle to the sun

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

1. The sun is shining on a lake, causing the molecules to increase in energy (this energy comes from the sun). The molecules expand and rise into the air as a gas.

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

2. An example is boiling water creating steam. This steam is very hot and causes it to rise up where there is less pressure causing it to cool and create condensation.

​

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

3. The heat goes up & then spreads out then turns it to a cloud and drops down towards earth as rain

​

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

4. Water boiling in a pot. The heat transfer process is from the burner to the pot which goes into the water and makes the water convect.

​

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

5. A puddle on the sidewalk is evaporated by the heat of the sun and the heat goes from the puddle to the sun

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

1. The sun is shining on a lake, causing the molecules to increase in energy (this energy comes from the sun). The molecules expand and rise into the air as a gas.
2. An example is boiling water creating steam. This steam is very hot and causes it to rise up where there is less pressure causing it to cool and create condensation.
3. The heat goes up & then spreads out then turns it to a cloud and drops down towards earth as rain
4. Water boiling in a pot. The heat transfer process is from the burner to the pot which goes into the water and makes the water convect.
5. A puddle on the sidewalk is evaporated by the heat of the sun and the heat goes from the puddle to the sun

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

1. The sun is shining on a lake, causing the molecules to increase in energy (this energy comes from the sun). The molecules expand and rise into the air as a gas.

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

2. An example is boiling water creating steam. This steam is very hot and causes it to rise up where there is less pressure causing it to cool and create condensation.

​

Adiabatic cooling

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

3. The heat goes up & then spreads out then turns it to a cloud and drops down towards earth as rain.

​

Water Cycle: condensation, precipitation

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

4. Water boiling in a pot. The heat transfer process is from the burner to the pot which goes into the water and makes the water convect.

​

Convection current

1. Given an example of evaporation and include the heat transfer process (ie. where does the heat go?)

5. A puddle on the sidewalk is evaporated by the heat of the sun and the heat goes from the puddle to the sun.

heat goes from the sun to the puddle

2. Given an example of melting and include the heat transfer process (ie. where does the heat go?) (4 pts)

1. Ice Cube; Sun shines on the cube causing it to melt into a liquid.
2. An example is a stick of butter in a skillet. As warm heat goes into the solid butter, causing it to melt and spread across the resultant liquid butter
3. An example would be a blowtorch on a ice cube. the heat from the blowtorch would transfer into the cold ice cube therefore melting it.
4. All of the above

2. Given an example of melting and include the heat transfer process (ie. where does the heat go?) (4 pts)

1. Ice Cube; Sun shines on the cube causing it to melt into a liquid.
2. An example is a stick of butter in a skillet. As warm heat goes into the solid butter, causing it to melt and spread across the resultant liquid butter
3. An example would be a blowtorch on a ice cube. the heat from the blowtorch would transfer into the cold ice cube therefore melting it.
4. All of the above

What is heat?

1. When the atoms move very fast it causes warmth
2. Movement of molecules
3. the transfer of energy from a hot object to a colder object.
4. All of the above

What is heat?

1. When the atoms move very fast it causes warmth
2. Movement of molecules
3. the transfer of energy from a hot object to a colder object.
4. All of the above

Earth’s Interior Project Due Wed Jan 31

Work Day

Resources:

• Internetz
• Rubric
• Project Examples (#371)
• Notes (#369-372)

ESS.2.3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

Earth’s Interior Project

Presentations

​

Spelling Test

Spelling Test Case #3

​

Spelling test retakes will be administered after school:

• Monday, Tuesday at 3:00pm sharp
• Wednesday 1:45pm sharp
• Only extreme situations will be considered exceptions

5. Bernoulli’s Principle (Continued)

Start Day: Thu Jan 31

StartUp

Record today’s target:

I can apply Bernoulli's Principle to airplane wing mechanics

Bernoulli’s Principle

I can apply Bernoulli's Principle to airplane wing mechanics

​

I can show that I can satisfy an “I can…” statement (target)

​

6. Specific Heat Lab

Start Day: Fri Feb 2

Start Up

Specific Heat Lab #1, 2

Video: Specific Heat, Thermal Conductivity

Misconceptions About Temperature

Specific heat: energy required to raise the temperature of a material by 1° Celsius

For metals there is a connection between the thermal and electric conductivity

Electric and thermal conductivity are due to electrons; however, specific heat is mostly due to ion vibrations (phonons)

Thermal conductivity measures the rate at which heat can pass through a material, while specific heat capacity measures how much heat the material can hold.

​

Specific Heat Lab�

Glass: 0.18

Aluminum: 0.21

High Density Foam: 0.4

Water: 1

Specific Heats of Common materials

Specific Heat Targets

1. I can describe specific heat as the amount of energy required to change the temperature of a substance by 1 degree Celcius
2. I can describe thermal conductivity as the ability for a material to conduct heat energy
3. I understand that specific heat and thermal conductivity have an inverse numerical relationship
4. I can describe the uniqueness of water's specific heat

True or false?

1. A block of ice will melt when energy escapes from it.
2. Plastics are good conductors of heat energy.
3. Ice cream will melt more quickly if it falls on a metal bench than on a wooden one.
4. Frozen food will thaw quickly if placed on a ceramic (china) plate compared with a vinyl (plastic) countertop.
5. Energy is transfered from places of higher to lower temperature.

​

7. Water Properties Investigation

Start Day: Tue Feb 6

Work Day

Water Properties Investigation

8. Surface Tension

Start Day: Thu Feb 8

Start Up

List 10 uses of water

Surface Tension

• Group Investigation
• Individual Write-Up
• Utilize the same format as the Water Properties Investigation
• Must get a C on this project in order to work in a group on the next project

​

Plan and conduct an investigation in the format of a Scientific Explanation (claim, evidence, reasoning) that shows an effect of surface tension of water. Include an explanation of why water sticks to the astronaut’s hands in Wringing out Water on the ISS - for Science!

Surface Tension vs. Viscosity

Cornstarch Quicksand Oobleck Science

Astronaut Tips: How to Wash Your Hair in Space | Video - YouTube

​

Pathways: 3RD LUNCH

1. Read Passage IV Introduction
2. Underline words that needed clarification
3. Highlight underlined words that were not clarified in the introduction

9. Force of Friction, Revisited

Start Day: Thu Feb 8

Start Up (5 points)

List 5 types of forces

Forces: Revisited

Task: Plan and conduct an investigation that shows the effect of the Normal force on a force of Friction

• Grade 3 appropriate
• Next project: Rube Goldberg

Components:

• Introduction
• Methods
• Claim
• Evidence
• Reasoning

9. Forces Review: Structuring and Exploring Ideas

Start Day: Thu Feb 8

Start Up (10 min, 20 points)

Complete the StartUp in the ForcesReview: Structuring&ExploringIdeas assignment on Google Classroom

Plan and conduct an investigation that satisfies the above targets. Create the investigation appropriate for 3rd graders to explore. (40 min)

• This investigation does not need to be quantitative.
• Focus on a cause and effect.
• Consider the question of a soccer ball spontaneously rolling on the ground.
• Include the Investigation components of Introduction, Methods, Claim, Evidence, Reasoning.
• You may need 3 separate Scientific Explanations (Claims, Evidence, Reasoning)�

Forces Review Day 2: Revisions

1. What did your students “learn”?
2. What did you tell your students and could you have them discover it by having them discuss it?
3. How well did you effectively explore your targets?

10. Intro to Rube Goldberg

Start Day: Fri Feb 23

StartUp (5 min)

Use the image to answer:

1. Name three objects in your house that are operated with a lever
2. Name an object with a wheel and describe how it turns freely

​

​

​

​

​

Assigned groups (Names confidential)

​

Timeline: 5 days

Friday:

• Group assignments
• Watch videos
• Intro to rubrics and target
• Discussion on initial supplies and concepts to be covered

Monday: Inventory supplies, Build, Test, Request additional supplies

Tuesday: Bring additional supplies, Build, Test

Wednesday: Build, Test

Thursday: Final run throughs and presentation of products

Targets

1. Name and describe the six simple machines
2. Demonstrate how forces applied through simple machines affect the direction and/or amount of resultant force.

​

Rube Goldberg Machines

Bill Nye The Science Guy S1E10 - Simple Machines (10:00)

OK GO - This Too Shall Pass (Rube Goldberg)

Rube Goldberg Machines

Aspects of grading:

1. Rubric adopted from TeachEngineering.org
2. Machine must result in a product
3. Discussion questions along the way matching targets

​

Example product: student art

10.5. Reading Comprehension: Ocean Circulation

Start Day: Fri Feb 23

(Classes 6F, 7G, 8H only)

11. Rube Goldberg Work Day (RG#1)

Start Day: Thu Feb 22

Rube Goldberg Work Day

1. Decide on simple task
2. Procure supplies
3. Be the legend
4. Artifact Sheets (SLCs)
5. Catch Up Work

11. Rube Goldberg Energy (RG#2)

Start Day: Wed Feb 28

Start Up

List 3 ways for a ball of any size to travel through a Rube Goldberg Machine

Components, Simple Machines, Energy

11. Rube Goldberg Energy (RG#3)

Start Day: Wed Feb 28

1. SLC Artifact Sheets
2. Rube Goldberg
3. Earth Interior Projects: Thursday March 8

12. Rube Goldberg Energy (RG#4)

Start Day: Wed Mar 7

Make-up Rube Goldberg Machine

13. Lab Practical

Start Day: Mon Apr 9

Start Up (9 points)

1. Sit in your Rube Goldberg groups
2. List and describe from memory any three equations or laws from Physics

8 weeks left of school!

April 9 - 20: Lab Practical

April 23 - 27: Grade 3 Force Lesson Prep

April 30 - May 18: Solar Ovens

Mon/Tue May 21/22: Grade 3 Force Lessons Schedule

May 29/30: Final Exam (Review during week prior)

May 29 - June 1: Revisions, Remediations, and Reflections

Final Product Schedule

Lab Practical

Instructions:

Utilize the STA 17-18 Physics, Physics.17-18 Slides, the textbook, and the interwebs, to develop an assessment to administer to your peers

Rube Goldberg Pop Quiz & Eval

1. Work silently in groups (share group notes) on the quiz
2. Fill out the Group Evaluations for each of your group members
3. Grab a textbook and begin looking for Lab Practical topics

Work Day: 25 min each

1. Catch Up on PowerSchool Missing items
2. Start on Lab Practical

Brainstorming (15 points)

List between 5-10 Physics concepts that you can describe from any time this year

Take home any Rube Goldberg equipment by Friday, April 13

Lab Practical Work Day

1. Identify targets and vocabulary
2. Catch up on missing work & revisions
3. Create Assessment

StartUp

Fill in the “main concepts” on your Note Catcher

Lab Practical Rubrics

1. Concept Maps
2. Bloom’s Taxonomy
3. Inquiry & Scaffolding: what am I expecting students to know?

Concept map

• Create a concept map of all of your concepts, vocabulary words, formulas, and symbols.
• The map can be a web, an outline, or an unorganized composition

Assessments

Conceptual Understanding

Both participants need to exhibit conceptual understanding through a discussion and will be rated on the following scale:

Write Up

Introduction: So what? Why do we care? What are some applications of the concepts?��Methods: Supplies, list of questions in proposed order, explanation of revisions to interview��Claim: What claims will be tested during your practicum? ��Evidence: What evidence do you use to discuss your claim?��Reasoning: What about your content allows for the reasoning to make sense?

Write Up Example

Introduction: Density is used to describe how much material is packed into a particular space, or volume. Floatation of objects relies on density, such as the tectonic plates floating on Earth’s interior magma.

Methods: List of questions; Supplies: textbook, metal weight and lid, triple-beam balance

Claim: Mass and density have a direct relationship; volume and density have an inverse relationship

Evidence: Compare densities of metal weight and lid. Student participant will graph and discuss results.

Reasoning: The more material there is in a space, the higher the density. The more volume a material takes up, the lower the density

Start Up

1. Grab a Chromebook
2. Start a document entitled,�“LabPracticalRubric_<First name><Last name>” (no spaces)
3. Share the document with me: mjones@venturelearning.org
4. Type the headings:
1. Ideal Knowledge
2. Rubric
5. In the Rubric section, create a table with 4 rows and 7 columns
6. Copy and paste your targets into the first column of the section

Ideal Knower

Write responses that fulfill the requirements of each target. Include at least one claim.

​

Ideal Knower

Yes:

• Heat transfer is when heat energy moves from one place to another
• Conduction is the transfer of energy by physical contact
• Radiation is emitted energy from a heat source
• Convection happens through circulating fluids
• Evaporation is when water changes to water vapor molecules, and it happens when liquid comes into contact with heat�

No: How the addition/application of heat is involved with the process of evaporation

​

​

Questions

Write questions for which the information of the ideal knower would be the responses. Put your questions into the rubric with a likert scale (0-4)

Start Up

On dry erase boards, brainstorm various methods to prepare for the final exam.

Start Up

Set up for your lab practical

Start Up (5 points)

1. Take out your Final Exam Review Concept List
2. Mark with two new colors, in BOLD:

​

Get it now

​

Still don’t get it

Lab Practical Claim Survey

Task list

1. Finish testing
2. Study for Final Exam

StartUp (5 points)

Reflect on the lab practical. On dry erase boards, list 3 things that contributed to your success, either in conceptual understanding, academic score, or both.

Tuesday, May 8

1. Final Exam Review Game
2. Grade 3 Force Lessons

Final Exam Review

Round One: Dry Erase Boards! 20 points!

1. Fill in the table: standard units of measurement

2. Calculate potential energy:

How much potential energy does a basketball have at the top of its shot, 3.35 meters (11 feet) above the ground, that has a mass of 624g (22 ounces).

3. Conversions

A USB flash drive has 2,400,000 bytes of space. Report this number with a prefix and in scientific notation

4. Momentum

What is/are the formulas for conservation of momentum?

5. Explain

What is the greenhouse effect? Utilize as many appropriate vocabulary words as possible.

6. Select which is an example of a claim:

1. I can understand, describe and apply forces.
2. Describe Newtons 2nd law
3. The shorter the tether, the shorter the period
4. The Triple Beam Balance measures weight, but gives you mass

Round Two: Fight! (Combat on classroom board) 30 points!

1. Draw a FBD of pulling a friction block along a surface

2. Solve the word problem

A student runs 50 meters in 8 seconds. What is his velocity?

3. Convert:

6.25 meters/second = __________ mi/hr

Report your answer with 2 SIGFIGS

0.305 m = 1 ft

4. centrifugal or centripetal? (spelling counts!)

Is it centrifugal or centripetal force that causes a rider to be forced to the outside of a teacup?

Round Three: To the death! 50 Points

1. Raise your hand when you can answer ALL of the following:

1. What type of quantity does a triple beam balance ACTUALLY measure? __________________
2. What type of quantity does the triple beam balance report? _______________
3. What units does a triple beam balance report? ________________

2. Raise your hand...

How do you measure the deceleration of a ball rolling on a carpet?

3. Raise your hand...

The concept that everything moves from high to low concentration is called: ________________

4. Raise your hand to explain:

How are stars created in a stellar nebula?

Updated Final Exam Concept Review

​

14. Grade 3 Force Lessons

Start Day: Mon Apr 30

PHYS 1

Grade 3 Force Lesson Targets

​

​

​

PHYS 2

Grade 3 Force Lesson Targets

​

​

​

​

PHYS 3

Grade 3 Force Lesson Targets

​

​

PHYS 4

Grade 3 Force Lesson Targets

​

PHYS 5

Grade 3 Force Targets

​

Solar Oven Work Day

1. Solar Ovens
2. MakeUp Work

Solar Oven Participation #2

Existing Solar Ovens this is slide #496

A - Angled-cone with flaps�B - Little Cesears Pizza�C - Pizza Hut Pizza�D - Wooden Cube�E - Cube with flaps & plexi-glass lid�F - Triangluar Pyramid�G - Icosohedron�H - Cube with flaps & saran wrap lid

​

Grade 3 Force Lessons

Schedule

Grade 3 Forces Targets

​

Grade 3 Teaching Standards: from actual 3rd graders!

• The teacher(s) write the Learning Targets where students can see them.
• Teacher(s) explains (using the Learning Target) what the students will be learning before they begin teaching.
• Students get to do interesting activities that help them grow in the Learning Target.
• Teachers act like teachers, not high schoolers (seriously, one of my third graders said that).
• Teachers use words that third graders would understand and explain vocabulary that third graders wouldn't.

3 weeks left of school!

Friday May 25: Solar Ovens due

Mon/Tue May 21/22: Grade 3 Force Lessons Schedule

May 25/29: Final Exam

May 29 - June 1: Revisions, Remediations, and Reflections

Final Product Schedule

Grade 3 Force Lesson

Log in to a Chromebook and access the Lesson Plan

Grade 3 Force Lesson

1. Finish lesson plans
2. Print lesson plans
3. Handouts?
4. Scheduling

Physics Lessons: Forces

Grade 3 Lessons

PHYS 1 (1A)

PHYS 2 (3C)

PHYS 3 (6F)

PHYS 4 (1H)

PHYS 5 (2H)

Physics Grade 3 Forces Schedule

Grab a Chromebook and complete:

1. Grade 3 Self-Eval
2. Post-Test
3. Solar Oven Quiz (Optional)

​

Due Dates Thu May 24, 2018

PHYS 3C Exam: Thu May 24 (today)�PHYS 6F, 7G, 8H Exam: Fri May 25�PHYS 1A Exam: Tue May 29

SOLAR OVEN WRITEUP: Tue May 29

ALL REVISIONS: Thu May 31��

​

PHYS 3C

Resources

34. Solenoids & Capacitors

Start Day: Mon Jan 8

Solenoids & Capacitors

Start Up

1. Take out your Problem Set #3: goals face-up
2. Create an answer as a group on a dry-erase board:

What is the difference between acceleration due to gravity and gravity?

​