A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | AF | AG | AH | AI | AJ | ||
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1 | Unit. | Learning Target | Level | learning check / quiz | Task / Assingments | Subgroups of questions | Global subgroup ID | Question # | Question ID Code(s) | Comments | Day | Due today as Homework | Activity in Class | Instructional Goals (AMTA v3) | |||||||||||||||||||||||

2 | Unit 1. Scientific Thinking & Modeling Practice (MP) | Scientific Thinking & Modeling Practice, Learning Target 1 (MP1) MP1 I can communicate measurements using correct units, conversions, and rounding | DAILY PLAN | ||||||||||||||||||||||||||||||||||

3 | 1 | learning check | MP11.LC I can communicate accurate measurements using correct units, conversions, and rounding | appropriate measurements (LC) | 1 | 4837,4839,4841 | 1 | Read over the course syllabus, grading and expectations | Community Commitments (whiteboards) | 1 Experimental design | |||||||||||||||||||||||||||

4 | 1 | " | " | correct units (LC) | 2 | 4833,4835 | Look over the physics web page. | Flinn Contract | Identify and classify experimental variables as independent, dependent or controlled. | ||||||||||||||||||||||||||||

5 | 1 | " | " | tools (LC) | 3 | 4829,4831 | Complete the Flinn Safety Contract | Describe classroom set-up | Make qualitative (non-mathematical) predictions about the relationship between variables. | ||||||||||||||||||||||||||||

6 | 1 | quiz | MP11.UP I can communicate accurate measurements using correct units, conversions, and rounding | appropriate measurements (UP) | 1 | 4838,4840,5204 | GAINS (individual-assessing) | Record the procedure used to gather data from the apparatus. | |||||||||||||||||||||||||||||

7 | 1 | " | " | correct units (UP) | 2 | 4834,4836 | Read over Spaghetti lab | Construct and label a data table. | |||||||||||||||||||||||||||||

8 | 1 | " | " | tools (UP) | 3 | 4829,4831 | 2 | Read whiteboarding expectations | Spaghetti Lab (small groups) | 2. Data Collection | |||||||||||||||||||||||||||

9 | 2 | learning check | None assigned | Read introduction to modeling practice | Calendar | Select appropriate measuring devices. | |||||||||||||||||||||||||||||||

10 | 2 | quiz | MP12.UP I can communicate accurate measurements using correct units, conversions, and rounding | 1 | 4866 | Show level 2 mastery from white board | Read Spaghetti lab | Introduce teams (3-4), Roll die for teams | Consider accuracy of measuring device and significant figures. | ||||||||||||||||||||||||||||

11 | 3-4 | none assigned in Socratic Brain | Demo data collection | Collect data for the widest reasonable range of independent variable values. | |||||||||||||||||||||||||||||||||

12 | MP2 I can represent the relationship of IV and DV using slope and the y-intercept. | Students gather data, Let the students struggle with data and analysis | Use metric units, conversions and prefixes. | ||||||||||||||||||||||||||||||||||

13 | 1 | learning check | MP21.LC I can represent the relationship of IV and DV using slope and the y-intercept.. | Identify what's missing (LC) | 1 | 4108,4110,4112,4114,4116,4118,4120 | Students talk more about how to present data and conclusions | 3. Mathematical Modeling | |||||||||||||||||||||||||||||

14 | 1 | " | " | axis scaling? (LC) | 2 | 2401,2403 | Stress communications, graphing skills IV, DV, CV | Use Logger Pro software to perform graphical analysis of data. | |||||||||||||||||||||||||||||

15 | 1 | " | " | slope units (LC) | 3 | 3277,3279,3425,3427,2873 | How will they present the information, practice whiteboarding information | Make test plots of data to find linear relationships. | |||||||||||||||||||||||||||||

16 | 1 | " | " | computer (LC) | 4 | 3266,3267 | 3 | Look over spaghetti lab results. Hand graph the results and/or make adjustments to graph, equation, and/or explanation as needed. | WB spaghetti Lab (large group) | Write mathematical representations, in standard y = mx + b form, for linearized data. | |||||||||||||||||||||||||||

17 | 1 | quiz | MP21.UP I can represent the relationship of IV and DV using slope and the y-intercept | Identify what's missing (UP) | 1 | 4109,4111,4113,4115,4117,4119,4121 | Read Chapter 11: Building a Scientific Community (pages 411-417) | Teach how arrange tables | Replace y and x with dependent and independent variable names. | ||||||||||||||||||||||||||||

18 | 1 | " | " | axis scaling? (UP) | 2 | 2402,2404 | Each group whiteboards | Replace m and b with constants including units and provide interpretations for the physical significance of the slope and y-intercept. | |||||||||||||||||||||||||||||

19 | 1 | " | " | slope units (UP) | 3 | 3278,3280,3426,3428,2872 | Introduction to Socratic Brain (SB) | Relate mathematical and graphical expressions. | |||||||||||||||||||||||||||||

20 | 1 | " | " | computer (UP) | 4 | 3266,3267 | 4 | Read lab suite - measurement & graphing | Labs data colleciton in small groups | Use proportional reasoning in problem solving. | |||||||||||||||||||||||||||

21 | 2 | learning check | See your teacher - no online lewarning chack | SB Learing Check: MP11.LC I can communicate accurate measurements using correct units, tools, conversions, and appropriate rounding. | |||||||||||||||||||||||||||||||||

22 | 2 | quiz | MP22.UP I can represent the relationship of IV and DV using slope and the y-intercept | Level Up 2 | 1 | 4843 | Quiz 1: Graphing Variables - randomly generated by Socratic Brain. | 5 | Look over reults of labs. Whiteboard prep. Hand graph the results and/or make adjustments to graph, equation, and/or explanation as needed. | Whiteboarding | |||||||||||||||||||||||||||

23 | 3 | learning check | See your teacher - no online learning chack | SB Learning Check: MP21.LC I can communicate using a graph, and I can model the relationship of IV and DV using slope and the y-intercept.. | |||||||||||||||||||||||||||||||||

24 | 3 | test | See your teacher - Scientific Methods Test (Level 3 & 4) | Read Design & Graphing | Check Point 1.4 - 1.6* / Stations Lab 1.7 - 1.9 with logger pro and equipment (small group) | ||||||||||||||||||||||||||||||||

25 | 4 | learning check | See your teacher - no online lewarning chack | Students rotate through stations and work with teacher on reinforcements | |||||||||||||||||||||||||||||||||

26 | 4 | test | See your teacher - Scientific Methods Test (Level 3 & 4) | 6 | Worksheet 1 & 2 | whiteboard worksheet 1 & 2 | |||||||||||||||||||||||||||||||

27 | MP3 I can organize work and materials for self-reflection and assessment. | SB If necessary retry Learning Checks MP11 & MP12. | SB quizzes for level 1: take MP11.UP & MP12UP | ||||||||||||||||||||||||||||||||||

28 | 1-4 | None assigned in Socratic Brain | 7 | Worksheet 3 | whiteboard worksheet 3 | ||||||||||||||||||||||||||||||||

29 | SB If necessary retry Learning Checks MP11 & MP12. | Scientific Methods Quiz 1: SB randomly generated for Level 2 MP122.UP | |||||||||||||||||||||||||||||||||||

30 | SB If necessary retake quizzes MP11.UP & MP12UP | ||||||||||||||||||||||||||||||||||||

31 | 8 | Review | SB If necessary retake quizzes MP122.UP, .UP & MP12UP | ||||||||||||||||||||||||||||||||||

32 | Scientific Methods Test (Level 3 & 4) | ||||||||||||||||||||||||||||||||||||

33 | Unit 2: Constant Velocity (CV) | ||||||||||||||||||||||||||||||||||||

34 | CV1 I can distinguish between position, distance, and displacement. | 9 | read buggy lab | Collision Scenario (large group), Start Buggy Lab | 1. You should be able to determine the average velocity of an object in two ways: | ||||||||||||||||||||||||||||||||

35 | 1 | None assigned in Socratic Brain | Design data collection, gather data, whiteboard (small group) | by determining the slope of an x vs. t graph. | |||||||||||||||||||||||||||||||||

36 | 2 | learning check | CV12.LC I can distinguish between position, distance, and displacement. | vocab (LC) | 1,4 | 4197,4199,4607,4609,4611,4613,4845 | 10 | Analyze data and prepare for whiteboard presentation | Whiteboard presentations | by using the equation vx | |||||||||||||||||||||||||||

37 | 2 | " | " | diagrams (LC) | 2,5 | 3042,3043,3305 | CV Model development | 2. You should be able to determine the displacement of an object in two ways: | |||||||||||||||||||||||||||||

38 | 2 | " | " | text (LC) | 3,6 | 3038,3040,4051,4052,4056,4059,4061,4062 | 11 | Reading: Motion Maps | Lab: multiple representation of motion: ultrasonic motion detector | by finding the area under a v vs. t graph. | |||||||||||||||||||||||||||

39 | 2 | quiz | CV12.UP I can distinguish between position, distance, and displacement. | vocab (UP) | 1,4 | 4198,4200,4608,4610,4612,4614,4844,4846 | 12 | prepare for whiteboard presentations | whiteboard presentations | by using the equation xvt. | |||||||||||||||||||||||||||

40 | 2 | " | " | diagrams (UP) | 2,5 | 3042,3043,3305 | SB Learning Check: CV12.LC I can distinguish between position, distance, and displacement. | 3. Given an x vs. t graph, | |||||||||||||||||||||||||||||

41 | 2 | " | " | text (UP) | 3,6 | 3039,3041,4058,4054,4055,4060,4057 | 13 | Worksheet 1: Motion Maps and position v time graphs | Whiteboard worksheet 1 | describe the motion of the object (starting position, direction of motion, velocity). | |||||||||||||||||||||||||||

42 | 3-4 | None assigned in Socratic Brain | Earn CV1 level 1 based on whiteboard presentation | draw the corresponding v vs. t graph. | |||||||||||||||||||||||||||||||||

43 | 14 | worksheet 2: motion maps and velocity v time graphs | Whiteboard worksheet 2 | draw a motion map for the object. | |||||||||||||||||||||||||||||||||

44 | Earn CV2 level 1 based on whiteboard presentation | determine the average velocity of the object (from the slope). | |||||||||||||||||||||||||||||||||||

45 | SB Learning check: CV22.LC I can interpret/draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity. | write the mathematical representation that describes the motion. | |||||||||||||||||||||||||||||||||||

46 | 15 | SB If necessary retry Learning Checks CV12 & CV22. | SB quizzes for level 2: take CV12.UP & CV22UP | 4. Given a v vs. t graph, | |||||||||||||||||||||||||||||||||

47 | 16 | Read CV Lab Practicum | CV Lab Practicum: Dueling Buggies | describe the motion of the object (direction of motion, how fast). | |||||||||||||||||||||||||||||||||

48 | CV2 I can draw Motion Map, x-t, and v-t graphs to represent constant velocity | 17 | Worksheet 3: Position v time graphs | whiteboard worksheet 3 | draw the corresponding x vs. t graph. | ||||||||||||||||||||||||||||||||

49 | 1 | None assigned in Socratic Brain | 18 | Worksheet 4: Velocity v time graphs and displacement | whiteboard worksheet 4 | determine the displacement of the object (from the area under curve). | |||||||||||||||||||||||||||||||

50 | 2 | learning check | CV22.LC I can draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity. | Motion Maps (LC) | 1 | 2514,2516,2518,2520,2525,2527,2529,2531,2532,2535,2537,2539,3324,3326,30902533,2535,2539 | SB Learning Check: CV32.LC I can solve problems using the constant velocity model. | draw a motion map for the object. | |||||||||||||||||||||||||||||

51 | 2 | " | x-t graph (LC) | 2 | 172,177,180,2466,2468,2470,2472,2478,2480,2492,2492,2496,2498,2500,2504,3305,4847,4848 | 19 | Worksheet 5: Multiple representations of motion | whiteboard worksheet 5 | write a mathematical representation to describe the motion. | ||||||||||||||||||||||||||||

52 | 2 | " | v-t graph (LC) | 3,4 | 165,168,169,173,5205 | SB If necessary retry Learning Checks CV12, CV22 & CV 32 | |||||||||||||||||||||||||||||||

53 | 2 | " | x-t graph find v (LC) | 5 | 2482,2576,3468,4064 | 20 | Review | SB quizzes for level 2: take CV32.UP & if necessary CV12UP / CV22UP | |||||||||||||||||||||||||||||

54 | 2 | " | speed versus velocity (LC) | 6 | 97,98,99,108 | SB If necessary retry Learning Checks CV12, CV22 & CV 32 | Terms and Definitions: | ||||||||||||||||||||||||||||||

55 | 2 | quiz | CV22.UP I can draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity. | Motion Maps (UP) | 1 | 2513,2515,2517,2519,2521,2522,2523,2524,2526,2528,2530,2534,2536,2538,3089,3100,3101,3323,3325,3327,3334,3335,3336 | 21 | Review | End of Unit Assessment (Level 3 &4 for all learning targets) | Average Velocity = Slope of x-t graph | |||||||||||||||||||||||||||

56 | 2 | " | x-t graph (UP) | 2 | 170,171,176,179,233,2467,2469,2479,2481,2482,2493,2495,2497,2499,2501,2503,2505,3305,4063 | x = change in position = x f - x i = displacement = area under v-t graph. Displacement is the | |||||||||||||||||||||||||||||||

57 | 2 | " | v-t graph (UP) | 3,4 | 163,164,166,167,174,175,234,918,2585 | straight-line distance between the initial and final positions. Displacement is a vector; thus it conveys information about the direction of motion. | |||||||||||||||||||||||||||||||

58 | 2 | " | x-t graph find v (UP) | 5 | 2472,2567,3468,4066,5209 | Path length = total distance traveled along a path to move from the starting position to the ending position. | |||||||||||||||||||||||||||||||

59 | 2 | " | speed versus velocity (UP) | 6 | 97,98,99,108 | Average Speed = path length / change in time | |||||||||||||||||||||||||||||||

60 | 3-4 | None assigned in Socratic Brain | Scalar = A quantity that tells magnitude (how much); i.e., speed, time, mass, odometer reading. | ||||||||||||||||||||||||||||||||||

61 | Vector = A quantity that tells both magnitude and direction; i.e., velocity, displacement, force | ||||||||||||||||||||||||||||||||||||

62 | Qualitative = Conceptually correct, but not numerically precise | ||||||||||||||||||||||||||||||||||||

63 | dt = change in time | ||||||||||||||||||||||||||||||||||||

64 | CV3 I can solve problems using the constant velocity model. | Dx = change in position | |||||||||||||||||||||||||||||||||||

65 | 1 | None assigned in Socratic Brain | Quantitative = Numerically Accurate | ||||||||||||||||||||||||||||||||||

66 | 2 | learning check | CV32.LC I can solve problems using the constant velocity model. | average v and s | 1,2 | 34,91,93,94,95,98,99,105,106,183,914,3636,3650,4041,4042,4044,4045,4046,4048,4049,4050 | |||||||||||||||||||||||||||||||

67 | 2 | " | v-t graph find dx (LC) | 3 | 1145,1148,1150 | ||||||||||||||||||||||||||||||||

68 | 2 | " | 2 objects | 4,5 | 92,96,107,184,186,913 | ||||||||||||||||||||||||||||||||

69 | 2 | quiz | CV32.UP I can solve problems using the constant velocity model. | solving cvpm | 1 | 4849 | |||||||||||||||||||||||||||||||

70 | 3-4 | None assigned in Socratic Brain | |||||||||||||||||||||||||||||||||||

71 | |||||||||||||||||||||||||||||||||||||

72 | Unit 3: Uniform Acceleration (UA) | ||||||||||||||||||||||||||||||||||||

73 | Position v time graphs | ||||||||||||||||||||||||||||||||||||

74 | 1. The slope of a position-time graph is the velocity. If the position-time graph is curved, the slope of a line tangent to the curve tells you the velocity at that time. The velocity at a given time is called the instantaneous velocity. | ||||||||||||||||||||||||||||||||||||

75 | |||||||||||||||||||||||||||||||||||||

76 | UA.3.C I can interpret/draw diagrams to represent the motion of an object moving with uniform acceleration. | ||||||||||||||||||||||||||||||||||||

77 | Describe | Practice | Quiz | ||||||||||||||||||||||||||||||||||

78 | Motion Map | 2815,2816 | 4331,4332,4333,4334,4335,4336,4337,4338,4339 | Velocity v time graphs | |||||||||||||||||||||||||||||||||

79 | x-t | 2817,2818 | 2. In general, acceleration is the rate of change in velocity, which is the slope of a velocity-time graph. Mathematically, . | ||||||||||||||||||||||||||||||||||

80 | v-t | 2819,2820 | |||||||||||||||||||||||||||||||||||

81 | |||||||||||||||||||||||||||||||||||||

82 | |||||||||||||||||||||||||||||||||||||

83 | UA.4.A I can describe the motion of an object in words using and translating between motion maps, x vs. t graphs, v vs. t graphs, and a vs. t graphs. | 3. For an object undergoing uniform acceleration the change in velocity is the same each second. | |||||||||||||||||||||||||||||||||||

84 | Describe | Practice | Quiz | ||||||||||||||||||||||||||||||||||

85 | Description | 3378,3379,3380,3381,3382 | 4. The area under a velocity-time graph is the change in position (displacement) of the object. Mathematically, . | ||||||||||||||||||||||||||||||||||

86 | graph to describe | 1356,1357,1358,1359,1360,1361,1362,1363,1364,1365,1366,1367,1368,1369,1370 | |||||||||||||||||||||||||||||||||||

87 | graph to describe touigher | 2605,2606,2607,2608,2609,2610,2588,2589,2590,2591,2592,2593,2594,2595,2596,2597 | |||||||||||||||||||||||||||||||||||

88 | xt to vt | 2576,2577,2578,2579,2580,2581,2582,2583,2584,2585,2586,2587 | 5. For an object undergoing uniform acceleration, the displacement can also be found by multiplying the average velocity by the time: | ||||||||||||||||||||||||||||||||||

89 | vt to xt | 2598,2599,2600,2601,2602,2603,2604 | |||||||||||||||||||||||||||||||||||

90 | |||||||||||||||||||||||||||||||||||||

91 | UA.5.A I can solve problems involving uniform acceleration using the kinematic concepts and models. | ||||||||||||||||||||||||||||||||||||

92 | a=v/t | 149,150,151,152,154,156,158,160,161,235 | Velocity relationship to position and acceleration | ||||||||||||||||||||||||||||||||||

93 | v^2 = vi^2+2ax | 157 | 6. Linearization of a graph of v vs x leads to a fourth mathematical expression that is independent of time: | ||||||||||||||||||||||||||||||||||

94 | x=1/2at^2+vt | 162 | |||||||||||||||||||||||||||||||||||

95 | Motion Maps | ||||||||||||||||||||||||||||||||||||

96 | 7. The motion map for uniformly accelerated motion features dots whose successive spacing increases or decreases. Draw the dots for the location of the object at equally spaced time intervals, then add the velocity and acceleration vectors. | ||||||||||||||||||||||||||||||||||||

97 | |||||||||||||||||||||||||||||||||||||

98 | |||||||||||||||||||||||||||||||||||||

99 | |||||||||||||||||||||||||||||||||||||

100 |

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