TODAY IS: Wednesday, March 23, 2011 "Do not call for black power or green power. Call for brain power." - Barbara Jordan

TODAY IS:

Wednesday, March 23, 2011"Do not call for black power or green power. Call

for brain power." - Barbara Jordan

• Opening- GPS Org.*Opening- 1st 10 min. of class each day.

• Work SessionMotion Lab and Reading Strategies ReviewMotion Test Review

• Closing- GPS Organizer

3/23/11


• Work SessionEnergy Unit TestForce, Work and Power- Cornell Notes/PracticeInteractive Notebook


2/24/11


• Work SessionEnergy Lab Group PresentationsEnergy Calculations- Cornell Notes/PracticeInteractive Notebook


2/17/11

• Opening- GPS Org-Atom Quiz*Opening- 1st 10 min. of class each day.

• Work SessionStates of Matter PPTPhases of Matter ActivityAtoms and Matter Cooeprative Groups


2/1/11

• Opening- GPS Org-*Opening- 1st 10 min. of class each day.

• Work SessionAtoms and Matter Standard and PPTAtom DrawingsAtoms and Matter Cooeprative Groups


1/31/11

• Opening- GPS Org- PGPS- pg. 105-B/C*Opening- 1st 10 min. of class each day.

• Work SessionAtoms and Matter Standard and PPTAtom DrawingsAtoms and Matter Cooeprative Groups


1/27/11

• Opening- Review for Unit Test*Opening- 1st 10 min. of class each day.

• Work SessionScientific Processes Unit Test Atoms and Matter Standard and PPT


1/26/11

• Opening- PGPS Chpt 1 Review pg. 41-44

*Opening- 1st 10 min. of class each day.

• Work SessionMetric Calculations- Scientific

Notation/Density/Graphing SkillsScientific Processes Test ReviewAtoms and Matter

• Closing- GPS Organizer/ Test Review

1/25/11

• Opening- Scientific Processes Quiz*Opening- 1st 10 min. of class each day.

• Work SessionMetric Calculations- Scientific

Notation/Density/Graphing SkillsInteractive NotebooksScientific Processes Test Review


1/24/11

• Opening-*Opening- 1st 10 min. of class each day.

• Work SessionReview class expectations, syllabusLab Safety PPTLab Safety Learning Stations

• ClosingReview Safety Learning Stations

1/6/11

• Opening-Safety Rules AND Spongebob Story


• Work SessionLab Safety PPTLab Safety Learning Stations

• ClosingReview for Safety Test

1/7/11

• Opening-Lab Safety Review

• *Opening- 1st 10 min. of class each day.

• Work SessionLab Safety TestScientific Processes PPTScientific Processes WS

• Closing- GPS Org

1/12/11

• Opening-Scientific Method Quiz

• *Opening- 1st 10 min. of class each day.

• Work SessionScientific Processes PPT ReviewScientific Processes Stations


1/13/11

• Opening-*Opening- 1st 10 min. of class each day.

• Work SessionControlled experiment and activityMetrics Discussion and Measurement LabScientific Processes Stations


1/18/11

• Opening-Measurement Vocabulary Exercise/GPS Org


• Work SessionControlled experiment Review (HW)Metrics Discussion and Measurement Lab


1/19/11

• Opening-Measurement Vocabulary Exercise/GPS Org


• Work Session Measurement Lab Metric CalculationsGraphing Skills


1/20/11

SCSh2. Students will use (apply) standard (basic) safety practices (instructions) for all classroom laboratory and field investigations (experiments).

A. Follow correct procedures (steps) for use (apply) of scientific apparatus (equipment) .

B. Demonstrate (show) appropriate (correct) technique (steps) in all laboratory situations.

C. Follow correct protocol (guidelines) for identifying (recognizing) and reporting (explaining) safety problems and violations.

Lab Safety

Lab Safety 1. What equipment is used in the

lab? 2. What rules should be followed

while in the lab? 3. What safety symbols represent the

rules in the lab? 4. What first aid procedures should

be followed?

SCSh3. Students will identify and investigate problems scientifically.

A. Suggest reasonable hypotheses for identified problems.

B. Develop procedures for solving scientific problems. C. Collect, organize and record appropriate data. D. Graphically compare and analyze data points

and/or summary statistics. E. Develop reasonable conclusions based on data

collected. F. Evaluate whether conclusions are reasonable by

reviewing the process and checking against other available information.

Scientific Processing Skills

Processing Skills 1. What steps does a scientist take to

solve a problem? 2. How does a scientist use the

scientific method to solve a problem? 3. How is data collected and

organized from an experiment? 4. Why is it important for a scientist

to follow procedures when conducting scientific research?

SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.

a. Develop and use systematic procedures for recording and organizing information.

b. Use technology to produce tables and graphs. c. Use technology to develop, test, and revise experimental or mathematical

models.

SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.

a. Trace the source on any large disparity between estimated and calculated answers to problems.

b. Consider possible effects of measurement errors on calculations. c. Recognize the relationship between accuracy and precision. d. Express appropriate numbers of significant figures for

calculated data, using scientific notation where appropriate. e. Solve scientific problems by substituting quantitative values,

using dimensional analysis, and/or simple algebraic formulas as appropriate.

Metrics and Measurement

SPS1. Students will investigate our current understanding of the atom.

a. Examine the structure of the atom in terms of

proton, electron, and neutron locations.

atomic mass and atomic number.

atoms with different numbers of neutrons (isotopes).

explain the relationship of the proton number to the element’s identity.

b. Compare and contrast ionic and covalent bonds in terms of electron movement.

How do the subatomic particles of an atom affect its characteristics?

Why do some atoms gain electrons while others lose them in chemical reactions?

If an atom loses an electron, why would the resulting particle have a positive charge?

SPS4. Students will investigate the arrangement of the Periodic Table.

a. Determine the trends of the following:

• Number of valence electrons

• Types of ions formed by representative elements

• Location of metals, nonmetals, and metalloids

• Phases at room temperature

b. Use the Periodic Table to predict the above properties for representative elements.

1. What important information can we learn from the periodic table?

2. How does knowing trends on the Periodic Table help scientists predict properties of the representative elements?

SPS5. Students will compare and contrast the phases of matter as they relate to atomic and molecular motion.

a. Compare and contrast the atomic/molecular motion of solids, liquids, gases and plasmas.

b. Relate temperature, pressure, and volume of gases to the behavior of gases.

SPS3. Students will distinguish the characteristics and components of radioactivity.

a. Differentiate among alpha and beta particles and gamma radiation.

b. Differentiate between fission and fusion.

c. Explain the process half-life as related to radioactive decay.

d. Describe nuclear energy, its practical application as an alternative energy source, and its potential problems.

SP2. Students will evaluate the significance of energy in understanding the structure of matter and the universe.

a. Relate the energy produced through fission and fusion by stars as a driving force in the universe.

b. Explain how the instability of radioactive isotopes results in spontaneous nuclear reactions.

How would the mass of a 10-g sample of carbon-14 change after one half life?

In what ways does nuclear radiation affect living things?

If there were an ionizing radiation leak in this room, how would you shield yourself?

How can nuclear radiation be both dangerous and beneficial to humans?

SP3. Students will evaluate the forms and transformations of energy.

a. Analyze, evaluate, and apply the principle of conservation of energy and measure the components of work-energy theorem by

• describing total energy in a closed system.

• identifying different types of potential energy.

• calculating kinetic energy given mass and velocity.

• relating transformations between potential and kinetic energy.

b. Explain the relationship between matter and energy.

SPS7. Students will relate transformations and flow of energy within a system.

a. Identify energy transformations within a system (e.g. lighting of a match).

b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.

c. Determine the heat capacity of a substance using mass, specific heat, and temperature.

d. Explain the flow of energy in phase changes through the use of a phase diagram.

What is energy? Where does energy come from? How does energy get from one place to

another? How do you determine if something has

energy? How are work, power and energy related? How can we observe and describe transmission of various forms of energy? How is energy conservation revealed in the

real world?

SPS8. Students will determine relationships among force, mass, and motion.

a. Calculate velocity and acceleration.

b. Apply Newton’s three laws to everyday situations by explaining the following:

Inertia Relationship between force, mass and acceleration Equal and opposite forces

c. Relate falling objects to gravitational force

d. Explain the difference in mass and weight.

e. Calculate amounts of work and mechanical advantage using simple machines.

SP1. Students will analyze the relationships between force, mass, gravity, and the motion of objects.

a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame of reference.

b. Compare and contrast scalar and vector quantities.

c. Compare graphically and algebraically the relationships among position, velocity, acceleration, and time.

d. Measure and calculate the magnitude of frictional forces and Newton’s three Laws of Motion.

What is the difference between speed, velocity, and acceleration? How do Newton's 3 laws apply to real life situations? What is the difference between a vector and a scalar? What are the definitions of displacement, distance, position,

resultant, speed, velocity, time interval, and acceleration? Can you categorize the terms given above as either a vector or a

scalar? Do it! Can you carry out vector addition problems using vector diagrams,

component vector analysis, and trig functions? (Provide evidence via examples!)

What is the equation for average velocity? What is the difference between average velocity and instantaneous

velocity? What is the equation for average acceleration? Can you calculate the average velocity and average acceleration of

an object in motion? (Provide evidence via examples!) Can you correctly describe the motion of an object given its position

vs. time, velocity vs. time, and/or acceleration vs. time graph? Can you correctly construct a position vs. time, velocity vs. time,

and/or acceleration vs. time graph for an object in motion?

SP1. Students will analyze the relationships between force, mass, gravity, and the motion of objects.

e. Measure and calculate the magnitude of gravitational forces.

f. Measure and calculate two-dimensional motion (projectile and circular) by using component vectors.

g. Measure and calculate centripetal force.

h. Determine the conditions required to maintain a body in a state of static equilibrium.

SP3. Students will evaluate the forms and transformations of energy.

c. Measure and calculate the vector nature of momentum.

d. Compare and contrast elastic and inelastic collisions.

e. Demonstrate the factors required to produce a change in momentum.

f. Analyze the relationship between temperature, internal energy, and work done in a physical system.

g. Analyze and measure power.

How is circular motion like and unlike linear motion?

What causes circular motion?

What is a vector? At which point in its path does a

projectile have minimum speed? What is a projectile? What type of force causes an object

to follow a circular path?

SPS9. Students will investigate the properties of waves.

a. Recognize that all waves transfer energy.

b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves.

c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves.

d. Investigate the phenomena of reflection, refraction, interference, and diffraction.

e. Relate the speed of sound to different mediums.

f. Explain the Doppler Effect in terms of everyday interactions.

SP4. Students will analyze the properties and applications of waves.

a. Explain the processes that results in the production and energy transfer of electromagnetic waves.

b. Experimentally determine the behavior of waves in various media in terms of reflection, refraction, and diffraction of waves.

c. Explain the relationship between the phenomena of interference and the principle of superposition.

d. Demonstrate the transfer of energy through different mediums by mechanical waves.

e. Determine the location and nature of images formed by the reflection or refraction of light.

Where do waves come from? How do you know that waves carry energy? What mediums do waves travel through? How does knowledge of waves help us

understand our world better and improve the quality of our lives?

What are waves? How are waves generated? How do waves behave in different media?

SPS10. Students will investigate the properties of electricity and magnetism.

a. Investigate static electricity in terms of •friction •induction •conduction

b. Explain the flow of electrons in terms of •alternating and direct current. •the relationship among voltage, resistance and current. •simple series and parallel circuits.

c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to

•electromagnets •simple motors •permanent magnets

SP5. Students will evaluate relationships between electrical and magnetic forces.

a. Describe the transformation of mechanical energy into electrical energy and the transmission of electrical energy.

b. Determine the relationship among potential difference, current, and resistance in a direct current circuit.

c. Determine equivalent resistances in series and parallel circuits.

d. Determine the relationship between moving electric charges and magnetic fields.

What are electric fields? How are electric fields created? Why are electric fields important? How is energy stored in electric fields? How do electrical circuits work? How can we predict the behavior of an electrical circuit? How is energy stored in them? How do different circuits perform different jobs?

What produces magnetic fields? How is energy stored in magnetic

fields? How do we use magnetic fields to

generate currents?

SP6. The student will describe the corrections to Newtonian physics given by quantum mechanics and relativity when matter is very small, moving fast compared to the speed of light, or very large.

a. Explain matter as a particle and as a wave.

b. Describe the Uncertainty Principle.

c. Explain the differences in time, space, and mass measurements by two observers when one is in a frame of reference moving at constant velocity parallel to one of the coordinate axes of the other observer’s frame of reference if the constant velocity is greater than one tenth the speed of light.

d. Describe the gravitational field surrounding a large mass and its effect on a ray of light.

Week of: 2/14/11 Monday- Overview of Energy Worksheet Tuesday- Potential and Kinetic Energy

Worksheet Wednesday- Thursday-GPE Calculations WS Friday-

Come to class on time and prepared. Complete all assignments and make up

work- ISS, OSS, Absences Observe Learning Norms! Class rules! Cherry Blossom Week Announcements- Motion Test Thurs./Fri.,

Progress Reports, Parental Contact Sports-Support NE baseball and track.

Lab Activity Directions

Observe Safety Guidelines at all times!!!!!!!!!!

Do not touch any materials on the lab table.

Do not put anything on the lab table. Place your belongings away from the

lab table. Wait for directions! Follow directions! You will leave the room as you found it-

Clean!

Test Today!

Please review your study questions or ”Cheat sheet”.

Be sure that you have completed all assignments for this unit and have turned them in.

After you are done, bring me your test, organize your notebook, and write the standard for the next unit –GPS Org.

Documents

TODAY IS: Wednesday, March 23, 2011 "Do not call for black power or green power. Call for brain power." - Barbara Jordan