Friday through Friday. 15-22 December, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS: SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Take/correct  exam on motion.

-Data chat.

BELL RINGER: lab CER

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Note: Due to Christmas activities, some information may be presented on another day. Monday is holiday baking.

Students completed the CER for the Newton's Laws labs, if necessary.

Students needing to take or correct the motion lab did so.

Students completed lab write-ups and completed the Gizmo Fan Cart Physics.

Wednesday/Thursday, 13/14 December, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS: SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Take/correct  exam on motion.

-Data chat.

BELL RINGER: Exam correction.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students needing to take the exam did so. Others corrected their exam.

The remaining class time was spent doing individual work and completing individual tasks.

Monday/Tuesday, 11/12 December, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS: SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Take an exam on motion.

-Data chat.

BELL RINGER: Complete lab, if necessary, then study session.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students first completed the Newton's Laws lab, if necessary, then had a short study session for the exam on motion.

Students then took the motion exam. Students completing work early worked on Edgenuity or completed Gizmos.

Tuesday-Friday, 5-9 December, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS:SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

BELL RINGER: write the proportionals for all of the f-ma equations: if F increase, then m increases proportionally, etc.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students wrote the proportionality's for each of the iterations of Newton's second law. On the second day, students wrote to explain how the experiment related to Newton's laws.

Students then completed the second part of the lab, focusing on changing the force used to launch the car.

Students then worked on the Gizmo Fan Cart Physics.

Friday/Monday, 01/04 December, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS:SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

BELL RINGER: CER for experiment 1.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

Students wrote their claim as their bell ringer.

Home learning 4 was collected and reviewed.

Students then continued work on the lab Newton's First and Second Laws, by writing up the first part and beginning the second part. The second part of the lab will focus on changing the force used to launch the car while keeping mass constant.

Remaining time was spend on individual work.

Wednesday/Thursday, 29/30 November, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS: SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

BELL RINGER: Swinging in the tree probe write or correction.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: HL 4 Newton's Laws

AGENDA

WHOLE GROUP

Students corrected their probe Swinging in the Trees.

Home learning 4 was distributed and explained. You can find it above.

Students continued the lab Newton's First and Second Laws. We also began write up for part 2 of the lab.

Monday/Tuesday, 27/28 November, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: What is the relationship between force and motion? 

BENCHMARKS: SC.912.P.12.3

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

BELL RINGER: Set up lab notebook.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

We began the CPO kit lab Newton's First and Second Laws.

Students wrote the first part of the lab in their lab notebook: Title; Benchmark; Problem Statement; Hypothesis; Materials; Procedures; Variables and Constants; Data (Table).

We then did the first part of the activity; changing the mass of the car to see the affect on its speed.

We will continue the lab and write up next class.

The exit ticket was to write to complete the probe Swinging in the Trees.

Students spent the remainder of the class period on individual assignments such as Edgenuity and Gizmo.

Monday/Tuesday, 20/21 November, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: Calculate net force.

BENCHMARKS: SC.912.P.10.10

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Make up/correct the QSBA 1 exam in Physical Science.

BELL RINGER: Give a real world example of each of Newton’s Laws

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students in both classes were interrupted due to the events of Spirit week and field trips, but students that still need to take the exam will do so next class. 

For the time we had in class, students worked on their Gizmos.

Thursday/Friday, 16/17 November, 2017

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: Calculate net force.

BENCHMARKS: SC.912.P.10.10

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Correct the QSBA 1 exam in Physical Science.

BELL RINGER: Write to explain why you think we should wear seatbelt in a moving vehicle.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: HL 3: Newton’s second law

AGENDA

WHOLE GROUP

Students who had not written to explain why we should wear seat belts did so as the bell ringer.

Also, the class that had not taken notes on Newton's Laws or watched the BrainPop on Newton's Laws did so. You can find this information on the previous blog.

Home learning 3 above was distributed and we reviewed some sample problems.

Students then corrected the QSBA 1 exam.

Thursday, 08 November, through Wednesday, 15 November, 2017

Note:

Classes will take the QSBA 1 exam on Monday, 13 November for Period 2 and on Tuesday, 14 November for Period 3.

ESSENTIAL QUESTION: Why do we wear a seatbelt? 

LEARNING TARGET: Calculate net force.

BENCHMARKS: SC.912.P.10.10

LEARNING OBJECTIVES:  Students will be able to:

-Interpret and apply Newton’s Laws of Motion to objects on earth.

-Take the QSBA 1 exam in Physical Science.

BELL RINGER: Test day - study session 15 min

             Non test day - Write to explain why you think we should wear seatbelt in a moving vehicle.

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: notebook update/study for assessment

AGENDA

WHOLE GROUP

Students on Thursday did the bell ringer above.

Students then watched a BrainPop on Newton's Laws. You can watch the video by going to the link below. Sign in with the user name amsbartow and the password ams13.

Newton's Laws of Motion

Students then took notes on Newton's Laws. You can find the video form of the power point below.

Make-up exams will be given on Wednesday and Thursday, so be sure to be in school!

Students who have completed their exams will work on the Gizmos (Gravity Pitch and Fan Cart Physics) while others test or have their data chats.

Tuesday/Wednesday, 07/08 November, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.110.10

LEARNING OBJECTIVES:  Students will be able to:

-Compare the magnitude and range of the four fundamental forces.

-Hypothesize how forces will affect objects in motion and at rest.

BELL RINGER: Apple on a Desk

VOCABULARY: force, weight, mass, tension, compression, balanced, unbalanced, frictional forces, equilibrium, normal and net force, inertia

HOME LEARNING: HL 2 Calculating Net Force

AGENDA

WHOLE GROUP

Students completed the probe apples on a desk as the bell ringer.

Students then watched the Brainpop movie Forces. You can watch the video by clicking on the link below and signing in with the user name and password below:

BraiinPop: Forces

Username: amsbartow Pasword: ams13

Students then took notes on the Four Fundamental Forces. Use the handout below to take notes. You can find the movie version of the power point below.

We then practiced calculating net force problems. See the handout below for the practice sheet.

Friday/Monday, 03/06 November, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Continue Gizmo on Distance-Time

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: HL 1 Analyzing Graphs with numbers

AGENDA

WHOLE GROUP

NOTE-Period 3 on Friday had an abbreviated class due to Academy meetings.

Students received HL 1, which can be found above. I demonstrated the first problem of each type. If you need help, see me BEFORE the handout is due!

Students continued independent work to complete the Gizmos on Distance/Tine and Velocity/Time. Students should make sure to complete the five question assessments at the end of each GIZMO.

Students continued data chats while others worked independently. 

Some students did their Edgenuity independent work.

Wednesday/Thursday, 01/02 November, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Continue Gizmo on Distance-Time

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students worked independently on either of the Gizmos (Distance-Time or Velocity-Time). Students are to take the assessment at the end of each Gizmo.

Other students worked on Edgenuity, Scientific Knowledge.

Monday/Tuesday, 30/31 October, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Continue Gizmo on Distance-Time

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students completed the Gizmo on Distance Time.

They also took the assessment at the end of the Gizmo.

Wednesday/Thursday, 25/26 October, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Prior knowledge questions from Gizmo

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students completed the prior knowledge questions for the Gizmo Distance-Time.

We practiced reading motion graphs, including distance-tome and speed-time graphs.

We worked on the warm-up together. Students were then asked to apply what they learned by completing activities A-C of the Gizmo. Since most students did not complete the Gizmo, we will work on it next class period. Students will also take the assessment at the end of the Gizmo.

Monday/Tuesday, 23/24 October, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Prior knowledge questions from Gizmo

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: notebook update

AGENDA

WHOLE GROUP

Students actually began the day by completing the prior GIZZMO on Density. Several students did not have the opportunity to complete the Gizmo and were given tablets and time to do so. You can find the handout for the Gizmo by logging in to your account, clicking the link directly below the Gizmo picture with lesson info. Once there, click the lesson handouts to find the pages that you must submit.

Thursday/Friday 19/20 October, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

-Complete Amazing Car project.

BELL RINGER: Interpret the helicopter diagram

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: car project

AGENDA

WHOLE GROUP

Students interpreted and discussed the helicopter graph as their bell ringer.

We continued in practicing how to read distance/time graphs. You can find the handouts below.

We will complete the discussion with speed/time graphs next class.

Students then continued and completed their car construction and trial runs.

Tuesday/Wednesday, 17/18 October, 2017

ESSENTIAL QUESTION: How does a rocket ship get into orbit? 

LEARNING TARGET: Analyze graphs of motion with numbers

BENCHMARKS: SC.912.P.12.2

LEARNING OBJECTIVES:  Students will be able to:

-Calculate speed from position-time graphs.

-Calculate distance from speed-time graphs.

BELL RINGER: Make a venn diagram to compare two of the three terms on the handout: speed, velocity, or acceleration

VOCABULARY: position, speed, vector, velocity, projectile, free fall, acceleration, slope

HOME LEARNING: car project

AGENDA

WHOLE GROUP

Students updated their interactive notebook and began a new topic.

They were given the majority of the period to work on their cars for the project.