448 Pages

### Key

In the Titles:

1. Roman Numerals refer to Chapter Numbers.
2. Letters refer to Sections within a Chapter.

In the GLE's:

1. PS means Physical Science
2. SI means Science as Inquiry
3. ESS means Earth and Space Science

# Physics I - Spring 2009

Jan 05 Class Introduction

• GLE: PS.13
• Objective: TLW Define Physics
• P/A/T:
1. Teacher takes Role as students pass out and fill out Info Sheets
2. Whole-class instruction: Teacher reads/explains Class Policy
3. Classroom procedures: seating assignments, turning in work, and reviewing HW
4. Students take Diagnostic Test “Trufab”
5. AVC: I – Go over “Phyisics Survival Checklist”
6. Teacher defines Physics – Compare/contrast with previous classes
• Assessment: Teacher Formally grades Quiz
• AMD: on file in grade book
• Closure: “How Old are you?” to force class to define “UNITS”

Physics I HW: Review Worksheet

Jan 06 Physics Tools: Scientific Method, Units

• GLE: SI.1-4
• Objective: TLW Define Physics (I.A.) & Scientific Method (I.B.)
• P/A/T:
1. Review HW - students explain algebra practice problems
2. Review “Trufab” test in detail to demonstrate use of units and problem solving advice
3. AVC: R - “Physics Survival Checklist” Scientific Method, units, measuring, solve, convert, calculator use, ...
4. Whole-group instruction: Define-> Physics(I.A.) in notes
5. Review Classroom procedures
6. Assign books
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Examples of Units (I.D.) & Prefixes (I.E.) as a preview

Physics I HW: a) Read Chapter 1-1 b) Review Worksheet

Jan 07 Physics Tools: SI Prefixes (I.D.) and Units (I.E.)

• GLE: PS.1, 4
• Objective: TLW Use SI Prefixes and Units correctly for each situation
• P/A/T:
1. Review HW: Unit combination practice
2. HYS: Cues and Questions - Scientific Method (I.B.) Students discuss steps and supply examples
3. Whole-group instruction: Experimental Design Terms (I.C.) - Teacher defines, class discusses examples
4. HYS: Generating and Testing Hypotheses – Class creates complex example using Scientific Method
5. Whole-group instruction: Teacher begins "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Build a square meter and a cubic meter. What do we buy using these units?

Physics I HW: a) Read Chapter 1-2. b) Review Worksheet

Jan 08 Physics Tools: Converting Units (I.F. & I.G.)

• GLE: PS.1, 4
• Objective: TLW Convert Units from different measuring systems and within the same system
• P/A/T:
1. Review Class Procedures for HW review
2. Review HW
3. HYS: Cues and Questions - Using "The Chart" to study all major concepts in Physics
4. AVC: I – SI Units ... student pairs talk after filling out AVC form to list other units and match them with their concepts
5. Whole-group instruction: Teacher leads class through reciting the metric prefixes and their values
6. Whole-group instruction: Teacher leads class through progressively difficult conversion problems
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How does this relate to Scientific Notation?

Physics I HW: a) Read Chapter 1-3 b) Review Worksheet

Jan 09 Physics Tools: Scientific Notation (I.H.), Significant Digits (I.I.)

• GLE: PS.1, 4
• Objective: TLW Provide answers to problems that make sense in the real world (as opposed to a specific math class)
• P/A/T:
1. HYS: Guided Practice - Conversion Factors (I.F.)... problems on board every 3 minutes (english <-> metric)
2. HYS: Ques and Questions – how many _____ are in a ________ ... (metric <-> metric)
3. Whole-group instruction: Teacher leads class through sample conversion problems
4. Review HW students explain conversion possibilities
5. HYS: Guided Practice – Metric Conversions (I.G.)... problems on board every 3 minutes
6. Whole-group instruction: Scientific Notation (I.H.)... problems on board and guided practice. Students should be able to convert in both directions (SciNot <-> Decimal)
7. HYS: Guided Practice - Scientific Notation on Calculators – Students solve problems with calculators
8. Whole-group instruction: teacher uses Target analogy to compare/contrast Precision and Accuracy (I.I.)
9. Class Lists Rules for Significant Digits (I.I.) and teacher simplifies
10. Review terms from Chapter 1 for Test
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Play the "Galaxy Song" and explain HW

Physics I HW: Convert measurements in “The Galaxy Song” to metric units

Jan 12 Test

• GLE: PS.1-4, SI.1-4
• Objective: TLW Use Metric Units and Prefixes correctly
• P/A/T:
1. Test 1A
2. Review 1st page of test
3. HYS: Ques and Questions - What advice can you give to someone who will work word problems every day? (I.J.)
• Assessment: Teacher Formally grades test
• Closure: Teacher gives Rules/Advice for Measuring Accurately (I.K.)

Physics I HW: Measure your ____________________ lab

Jan 13 I. Physics Tools K. Measuring

• GLE: PS.1-3
• Objective: TLW Use Physics Tools to Measure precisely and accurately
• P/A/T:
1. Review Test
2. Whole-group instruction: Review Measuring Rules/Advice
3. HYS: Guided Practice – Student pairs Practice Measuring to the nearest 100th of a cm
Teacher interrupts several times to compare group measurements and discuss precision and accuracy issues
• Assessment: Teacher formally grades practice sheet for correct precision and use of units
• Closure: Let's start over. Measure everything to the nearest 10th of a mm.

Physics I HW: Measuring Worksheet, measure to the nearest 10th of a mm.

Jan 14 I. Physics Tools K. Measuring

• GLE: PS.1-3
• Objective: TLW Use Physics Tools to Measure and Convert precisely and accurately
• P/A/T:
1. Review Measuring Issues and HW
2. HYS: Guided Practice – Student pairs finish Measuring Practice
3. HYS: Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.
4. Measuring Lab - student groups rotate through 8 stations measuring angles, temperature, liquid volume, mass, and weight - accurately and with the right precision
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How precise can you be with this measuring device... this one... this one?

Physics I HW: Design a lab for analyzing the motion of a rolling cart

Jan 15 I. Physics Tools L. Graphing

• GLE: PS.1-3
• Objective: TLW Design a lab to analyze motion of a cart that involves graphing
• P/A/T:
1. Whole-group instruction: Graphing Expectations in Physics
2. Review the slope equation
3. HYS: Cooperative groups - 6 groups review HW and list specific aspects of their work for the class ... independent variable, dependent variable, other variables, hypothesis, etc.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Groups prepare Cart Lab folders. Teacher describes method of collecting data.

Physics I HW: Review Worksheet: L. Slope

Jan 20 I. Physics Tools M. Graphing Relationships

• GLE: SI.4,5,7 PS.1,2,9,11
• Objective: TLW define Displ, Time & velocity so as to Explain the Relationships between them
• P/A/T:
1. Review HW - students work and explain problems
2. Whole-group instruction: relate Relationships, their graphs and their Equations (I.M.)
3. Show/Discuss Graphs of "Relationships" done by OpenOffice using equations supplied by students for each of the 3 types of relationships.
4. Whole-group instruction: Best-fit-lines
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Review Graphing Requirements and Chapter 1 topics for test Monday

Physics I HW: See to it that you are finished reading Chapter 1

Jan 21 I. Physics Tools L. Graphing

• GLE: SI.4,5,7
• Objective: TLW collect experimental data to be used in Graphs
• P/A/T:
1. Review Cart lab steps
2. Lab: Groups get Cart Lab Data using laptop and probes
3. HYS: Cooperative Groups – Student groups 1)Measure Between each dot and the starting dot on Cart Lab, 2)Make a Chart of the Data and 3)start Cart Lab #1 (displacement and time)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Review Cart Lab Directives and Physics Graphing Expectations

Physics I HW: 1) Cart Lab #1 & 2) Read Section 3-1

Jan 22 I. Physics Tools N. Vectors

• GLE: SI.6 PS.9,10
• Objective: TLW Represent Physics Quantities accurately using Vectors
• P/A/T:
1. Review Graphs from Cart Lab
2. HYS: Cooperative Groups – begin Graph “Distance vs. Time”
3. AVC: I Vectors
4. Whole-group instruction: Intro to Vectors
5. HYS: Guided Practice – student pairs work Vector Problems
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: What could we use vectors to represent?

Physics I HW: 1) Vector Worksheet & 2) Read 3-2 & 1) Cart Lab #2

Jan 23 Review

• GLE: PS.9-11 SI.4-7
• Objective: TLW Use all basic Physics tools effectively
• P/A/T:
1. Review HW Vectors
2. HYS: Guided Practice ... student pairs work Vector problems
3. Review Chapter 1 "Physics Tools" for test
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Play the "Galaxy Song" and explain HW

Physics I HW: Convert measurements in "The Galaxy Song" to metric units

Jan 26 Test

• GLE: PS-H-A1/1-4, SI-K-A3/5
• Objective: TLW Use all basic Physics tools effectively to solve problems
• P/A/T:
1. Test 1B
2. When done with test, students duplicate "Cart Lab 1", and copy and define Motion terms
• Assessment: Teacher Formally grades test
• Closure: Review Page 1 of test

Physics I HW: a) Cart Lab 2 b) Define Chapter 2 Motion terms

Jan 27 Kinematics terms

• GLE: PS-H-E2/9-11, SI-H-A3/5
• Objective: TLW draw Best-fit-lines to "see" trends in graphs
• P/A/T:
1. Review Test
2. Student-led discussion: Define Motion terms
3. Whole-group instruction: Review Cart Lab BFL's. Advice on how to get the best slope. What do they mean? Can we make an equation out of this?
4. HYS: Guided Practice – Students parctice drawing random lines and calculating their slopes ... relates slope to the velocity equation and motion terms
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: So, what do you think the equation for velocity will be?

Physics I HW: Finish Cart Lab Graph #2

Jan 28 Kinematics: Velocity

• GLE: PS-H-E2/9-11, SI-H-A3/5
• Objective: TLW Calculate the slope of Best-fit-lines to related Cart Lab graphs to Kinematics terms
• P/A/T:
1. Review HW Graphs
2. Whole-group instructions: Review BFL's - relating statistics to the cart lab
3. Groups calculate the "Average Velocity" during time intervals by finding the slope between adjacent data points (do the first 3 in class... the rest is homework).
4. HYS: Guided Practice – student pairs solve Velocity Problems from Chapter 2-2 review (II.B.)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Now we see how that old Slope equation helps us create the velocity equation. How does it fit in with the idea of acceleration?

Physics I HW: Calculate slopes between all adjacent pairs of points.

Jan 29 Kinematics Calculations and Slope

• GLE: SI-H-A2/4, SI-H-A3/5, SI-H-A4/7, PS-H-E2,9-11, SI-H-A4/7
• Objective: TLW Explain the Relationship between Displ, Time & Velocity
• P/A/T:
1. Whole-group Instruction: Relate slope to the velocity equation (review problems from yesterday)
2. HYS: Visualization – Students use PASPort Equipment To see/feel motion
3. Student volunteers create a step graph using manila folders and the PASPort Equipment. Teacher explains how their next Cart Lab Graph will be similar to this.
4. AVC:I - Best-fit-lines, velocity
5. HYS: Project-based instruction – Groups calculate slopes between data-point-pairs to get ready for Cart Lab Graph #3
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Assign HW

Physics I HW: Worksheet to review velocity

Jan 30 Kinematics: Acceleration

• GLE: PS-H-E2/9-11&13, SI-K-A3/5, SI-H-A4/7
• Objective: TLW Explain the Relationship between Displ, Time & Velocity
• P/A/T:
1. Review HW
2. HYS: Guided Practice – 2A (p44) to review velocity equation
3. HYS: Cooperative groups - groups begin Cart Lab Graph #3
4. Students "Create the Acceleration Equation" by looking at the slope on a "velocity vs time" graph. Groups Solve for v1, v2 or t for the class.
5. Sample Problems in notes related to Average Acceleration
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: What is the slope of a Displ/Time graph? What if it was velocity/time? Is there such a thing as an acceleration/time graph?

Physics I HW: 1) Acceleration Practice worksheet 2) Cart Lab #3

Feb 02 Mouse Trap Car Race

• GLE: PS-H-E2/9-11&13, SI-K-A3/5, SI-H-A4/7
• Objective:
1. TLW measure Displacement and time to determine other Kinematic values
2. TLW Use equations and Graphs to Describe and Interpret Acceleration
• P/A/T:
1. Review HW, students create problems and solve them on the board, copy problems into notes
2. Teacher explains rules of the Race
3. HYS: Problem-based instruction – Students Race Balloon Cars to get data
4. Review HW graphs - students Describe the Slope on displacement/time and velocity/time graph
5. Whole group instruction – Class Reads/Discuss "Motion with Constant Acceleration" p 48
• Assessment: Performance Assessment – part of project grade is based on the performance of the group's car
• Closure: Review Worksheet requirements

Physics I HW: Mouse Trap Car Race Worksheet

Feb 03 Kinematics Calculations

• GLE: PS-H-E2/9-11&13, SI-K-A3/5
• Objective: TLW Calculate displacement, time, velocity and acceleration
• P/A/T:
1. Review HW graphs from Mouse Trap Car Worksheet
2. Whole group instruction – Class Reads/Discusses "Free Fall" (p60-62)
3. Teacher Mastery Lecture: Graphing Progression d->v->a-> --- See "Teaching Up" in teacher's edition, P54
4. HYS: Cooperative groups & Guided Practice – Problems done with partners (p69)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Can you solve for any variable in these two equations?

Physics I HW: Cart Lab Graph #4

Feb 04 Review

• GLE: PS.4, 9-13
• Objective: TLW Solve Kinematic Problems
• P/A/T:
1. Teacher Mastery Lecture: Review the Graphing Progression d->v->a->
2. Review Equations on P58
3. HYS: Cooperative groups – Student pairs work problems to review "Derived Equations"
4. Teacher-led discussion: Best fit lines on velocity/time graph ... explain homework
5. Teacher-led discussion: Review Ch1 & 2 terms for test
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: What careers need to understand these graphing relationships?

Physics I HW: Graph 4 Vel/Time with Best Fit Line(s)

Feb 05 Test

• GLE: PS.4, 9-13
• Objective: TLW Solve Kinematic Problems
• P/A/T:
1. Review Graphs from Cart Lab
2. Test 2
3. Early finishers work on Cart Lab Graphs
• Assessment: Teacher Formally grades test
• Closure: Review 1st page of test

Physics I HW:

Feb 06 Trig and Vectors

• GLE: PS.5, PS.14
• Objective: TLW Resolve Vectors into Components
• P/A/T:
1. HYS: Problem-based instruction – Review Test... Students work problems and explain details at board
2. Teacher Mastery Lecture: Trig functions demystified
3. Teacher-led discussion: Review the terms "Resultant" and "Component Vectors"

Students help create and work Examples in notes of 2-D vector problems using – to connect Vectors and :#Trigonometry

• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Introduce Ramp and Football Kick Problems

Physics I HW:

Feb 09 Projectiles – dropped

• GLE: PS.4,9,12,13,18
• Objective: TLW Analyze 2-D motion of Dropped objects using Vectors and Kinematic Equations
• P/A/T:
1. Review HW and trig concepts
2. Review Test
3. Whole Group Instruction – Read and discuss “2-D Motion” (p98). Review notes on Dropped Objects and Equations from Chapter 2
4. HYS: Problem-based instruction – Students compose and solve problems involving Dropped Objects – vf? D? t? ... similar to homework
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: The hardest part of this section will be keeping the horizontal issues separate from the vertical issues. Tomorrow we will do a demonstration to prove that this is a must.

Physics I HW: Problem – a rock is dropped. Where is it and how fast is it going after 4.5s?

Feb 10 Projectiles – up down

• GLE:
• Objective: TLW Analyze motion of objects Launched Vertically, using Vectors and Kinematic Equations
• P/A/T:
1. Review HW
2. Play the clap game to help understand acceleration due to gravity, for objects thrown up or down.
3. HYS: Problem-based instruction – Students compose and solve problems involving Launched Objects – vf? D? t? What if Vi is NOT 0? Examples in notes... throwing down and up (III.F)
4. HYS: Non-linguistic representations – Graphing Projectiles (still III.F.): Review old graphing notes, add "graphing progression" for projectiles
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Introduce "Independence of Motion" in "Thrown Strait Out" examples

Physics I HW: Problem – a rock is dropped. How long does it take to get to -15m? -15m/s?

Problem – a rock is thrown strait up with a velocity of 40m/s. Where is it and what is its velocity after 4.5s?

Feb 11 Projectiles – out

• GLE: PS.18
• Objective: TLW Analyze motion of objects Launched Horizontally, using Vectors and Kinematic Equations
• P/A/T:
1. HYS: Non-linguistic representations – Demonstrate "Independence of Motion" using Green Marble Apparatus
2. Review "Projectile Motion of objects thrown up or down" (III.C.) using the "clap game"
3. AVC: I – "Independence of Motion" to convince students that h and v motion are independent
4. HYS: Problem-based instruction – Students compose and solve problems involving "Objects Launched horizontally" ... (a) h given t (b) vert v given t (c) h given vert v (d) vert v given h
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Are we finished with the cart lab? It will be graded Friday afternoon.

Physics I HW: Problem – a rock is thrown strait out with a velocity of 10m/s. Where is it after 4.5s?

Feb 12 Projectiles – other directions

• GLE: PS.18
• Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
• P/A/T:
1. Review HW
2. Review “Projectile Motion of objects thrown horizontally” (III.D.)
3. AVC: R – “Independence of Motion”
4. HYS: Problem-based instruction – Students compose and solve problems involving “Objects Launched at any angle” ... (a) h given t (b) vert v given t (c) h given vert v (d) vert v given h
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: “Now, do you believe me?” ... Independence of Motion review

Physics I HW: Problem – a rock is thrown up at an angle of 45o, with a velocity of 10m/s. Where is it after 4.5s?

Feb 13 Review & Test

• GLE: PS.14
• Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
• P/A/T:
1. Review HW
2. Test 3a
3. Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
4. Review – Dropped, Up/down, Horizontal, other, component vectors
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Help me clean out my attic? Extra points for the first one to hit the garbage can!!!

Physics I HW: (P102) #1, Practice 3D

Feb 16 Projectiles – other directions

• GLE: PS.5, 14, 18
• Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and Equations
• P/A/T:
1. Review Test Problems - student pairs help with substitutions
2. Whole-group instruction: “Objects Launched at other angles” ... sample problems in notes
3. HYS: Cooperative groups – Class works problems that are part of a parabola (horizontal launch) and graph results together
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Did you expect our data to look so smooth?

Physics I HW: (P104) #2, Practice 3E, Parabola problem

Feb 17 Projectiles – other directions

• GLE: PS.5, 14, 18
• Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and Equations
• P/A/T:
1. Whole-group instruction:
1. Review the transition of problems as they have gotten more difficult – Dropped, Up/down, Horizontal
2. Read P102-4 and discuss sample problem
2. HYS: Problem-based instruction
1. Student pairs practice working Projectile Motion Problems
2. Teacher sets up homework problem
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Help me clean out my attic? Extra points for the first one to hit the garbage can!!!

Physics I HW: Problem: Throw things from the Leeson attic

Feb 18 Review

• GLE: PS.5, 14, 18
• Objective: TLW Demonstrate the Independence of components in projectile motion and predict the position at a given time
• P/A/T:
1. Review HW: Students work multi-part projectile problems. "Help me clean out my attic? Extra points for the first one to hit the garbage can!!!"
2. HYS: Problem-based instruction - Students each work a related problem with an assigned angle to determine "Optimum angles and velocities of projectiles."
3. Whole-group instruction - Review Trig, Component Vectors, and Independence of Motion
4. Students start watching October Sky - Answer worksheet during movie. Due at end of movie. Students do not take it home.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How does Homer know how high his rockets go?

Physics I HW:

Feb 19 October Sky

• GLE: PS.5, 14, 18
• Objective: Relate specific events in October Sky to projectile motion topics
• P/A/T:
1. Students Watch October Sky
2. Answer worksheet during. Due at end of movie.
3. HYS: Cooperative groups – Groups discover how to determine the height of a rocket flight based on data given

Groups present solutions to the class

• Assessment: Teacher Formally Grades Worksheet
• Closure: Q & A about Rocket Project

Physics I HW:

Feb 20 Test

• GLE: SI.5-7, PS.1-5, 9-14, 18
• Objective: TLW Analyze motion of launched objects, using Vectors and Kinematic Equations
• P/A/T:
1. Test 3b
• Assessment: Teacher Formally grades test
• Closure: Review test

Physics I HW:

Feb 25 IV. Forces

• GLE: PS.14, 6
• Objective: TLW Define Force terms in order to Explain the relationship between Force, mass, and motion
• P/A/T:
1. Test 3b
2. Class Reads 4-1 to Define Force, Net Force, and Equilibrium (IV.A.)
3. Whole-group instruction - List and define the 4 forces of the Universe (IV.B.) and Contact/Field Forces (IV.C.)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: (IV.C.) There is no such thing as Contact forces...

Physics I HW:

Feb 26 Inertia, Mass, Acceleration and Force

• GLE: SI.7, 11
• Objective: TLW Identify which of Newton's Laws explain specific situations
• P/A/T:
1. Test 3b
2. Class Reads 4-2 to Define Inertia and List Newton's Laws of Motion (IV.D.)
3. Whole Group Instruction – Simplified version of Newton's Laws
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How does this all apply to your rockets?

Physics I HW:

Feb 27 F=ma

• GLE: SI.7, 11
• Objective: TLW solve problems involving Force, mass and acceleration
• P/A/T:
1. Class Reads 4-3 to Define Force (as per Newton's 2nd Law) p136-138 (IV.E.)
2. Introduce equation for 2nd Law (F=ma) into notes, derive Unit,
3. Students create Example Problems on board, for notes.
4. HYS: Guided Practice - practice problems 4b
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Q&A about rocket project

Physics I HW: Finish rockets

Mar 02 Rockets

• GLE: PS, 12, 13, 14, SI.15
• Objective: TLW Analyze motion of launched objects, using Vectors and Kinematic Equations
• P/A/T:
1. HYS: Project-based instruction – Fire each student's Rocket 2 times, while collecting data
2. Copy Data collected onto student worksheets for completion
3. Student presentation - "What equation could you use to calculate height based on ...?"
• Assessment: Grade Worksheets of problems related to each student's rocket, to determine height and velocities
• Closure: Review Worksheet Requirements

Physics I HW: Rocket Worksheets

Mar 03 Force and Weight

• GLE: SI.5, 7
• Objective: TLW Describe acceleration in terms of mass and Force to be able to predict motion changes
• P/A/T:
1. Review Rocket worksheets
2. HYS: Cooperative groups – Groups make list of examples that exemplify Newton's 3 laws of motion and present to class
3. Class groups Calculate Weight and mass based on measured m & W
4. HYS: Guided Practice – student pairs solve Force related problems
5. Whole group instruction – Mass vs. Weight discussion ... “Let's take a trip in our rocket ship”
6. AVC:R Review Netwon's Laws of Motion
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Why don't we need to spend DAYS on this new equation? How has this class changed the way you solve problems?

Physics I HW: Paragraph 1 of Forces Essay

Mar 04 Force and Weight

• GLE: PS.7
• Objective: TLW Explain the difference between mass & weight so as to calculate one based on the other
• P/A/T:
1. Whole group instruction – Newton's Law of Universal Gravitation
2. AVC:I Newton's Law of Universal Gravitation
3. HYS: Guided Practice – student pairs solve Force related problems
4. Class demonstrates/simulates “Force Table” using Spring scales
5. Whole group instruction – 2-D “Force Diagrams”. (IV.F.) Students explain “systems” as teacher draws diagrams on board. "If ___ is greater than ___, what will happen?"
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Preview mass and weight equation/problems from notes

Physics I HW: Paragraph 2 of Forces Essay

Mar 05 Newton's 3rd Law

• GLE: SI.5, 7
• Objective: TLW Define mass, weight, normal force and friction in order to use the concepts correctly in problems
• P/A/T:
1. Class Reads 4-3 to Identify action-reaction pairs and their results and “Everyday Forces”
2. Class watches and discusses “Elevator Video”
3. Whole group instruction – “Normal Force” and it's use in vector problems (notes) - - - “Friction Force” including types and coefficient uses
4. HYS: Guided Practice – Students solve Sample Problems that combine all “Everyday Forces”
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Which equations do you have to KNOW at this point?

Physics I HW: Friction Problems and Paragraph 3 of Forces Essay

Mar 06 Friction

• GLE: PS.13
• Objective: TLW Measure Friction Force and Normal Friction force to Coefficients of Friction
• P/A/T:
1. HYS: Problem-based instruction – Lab to calculate coefficient of Friction
2. Whole-group instruction: How do the components of Weight change as Theta changes? Given a mass, each student calculates the components of the weight based on their individually assigned angle (theta). Use Spreadsheet to graph the results and discuss trends.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Once we find the Coefficient of Friction, will it change?

Physics I HW: Paragraph 4 of Forces Essay

Mar 09 Friction

• GLE: PS.13
• Objective: TLW Use Coefficients of Friction to Predict Friction Forces
• P/A/T:
1. Review Force Diagrams
2. HYS: Cooperative groups – Individuals find F components (random angles), pairs with same angle discuss/help, class charts results.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How much downhill force is there if Theta is 0? ...

Physics I HW: Finish reading Chapter 4

Mar 10 Friction

• GLE: PS.13
• Objective: TLW Use Coefficients of Friction to Predict Friction Forces
• P/A/T:
1. HYS: Problem-based instruction – Lab to use coefficient of Friction
2. Lab Problems: Pulling/Pushing an object up a ramp of varying angles. Groups predict (mathematically) how much force it will take to drag block up or down ramp.
• Assessment: Teacher formally grades labs
• Closure: Would changing the surface area have affected the outcome of the lab?

Physics I HW:

Mar 11 Review

• GLE: PS.4-7,12-14
• Objective: TLW Apply Newton's Laws to Dynamics Problems
• P/A/T:
1. Whole-group instruction: Newton's Laws and Friction terms, units, equations
2. HYS: Guided practice - Student pairs “Review and Assess” problems (23, 24, 27,38, 40) on Pp152-3
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Put cart lab data and graphs on wall

Physics I HW:

Mar 12 Test

• GLE: PS.4-7,12-14
• Objective: TLW Apply Newton's Laws to Dynamics Problems
• P/A/T:
1. Test on Chapter 4, Forces & Newton's Laws
2. Review first page of test
• Assessment: Teacher Formally grades test
• Closure: Who works? What is work?

Physics I HW: Define Key terms for Chapter 5: Work, Energy, and Power

Mar 13 Work and Energy

• GLE:
• Objective: TLW Solve Work and Energy problems
• P/A/T:
1. Review Test - Students work and explain problems on board
2. Review HW definitions: Work, Energy, KE, PE, Power (V.A.)
3. Teacher defines Nm using 3 “Archtype” problems (V.B.) with student input
4. Students demonstrate PE and KE related to an object falling on a toe
5. HYS: Cooperative groups – groups derive equation for “Work at Other Angles” based on component vectors
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Give rules for doing homework and remind when it is due.

Physics I HW: HW: P170, #3

Mar 16 V. C. Work and Energy

• GLE: PS.19, 21
• Objective: TLW Interpret Systems with respect to Conservation of Energy Issues
• P/A/T:
1. Review HW: What factors affect work, PE, and KE? So that if we raise ___, what happens, or if we lower ___ that happens?
2. Students Calculate PE and KE (V.D. From p174 and 180)
3. Class reads/discusses Law of Conservation of Energy (V.D.)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Who has power? Which of you have the most power? Slowest? Heaviest?

Physics I HW: Worksheet to teach "Conservation of Energy"

Mar 17 V. E. Power

• GLE: PS.19, 22
• Objective: TLW Solve Problems that involve Power and HP
• P/A/T:
1. Review HW: Conservation Demonstration - with students performing specific parts from the worksheet
2. Class Defines/Reads Power as “Rate of Energy Transfer” (V.E.)
3. Students solve sample Problems for Power in notes
4. Whole-group instruction: Teacher Derives/Defines Horsepower unit
5. HYS: Problem-based instruction – Students climb steps to get data for the Power Lab
• Assessment: Teacher formally grades lab.
• Closure: Introduction Paragraph to essay.

Physics I HW: Power Lab

Mar 18 Momentum and Impulse

• GLE: PS.23, 24
• Objective: TLW solve problems related to Momentum and Impulse
• P/A/T:
1. Review Power Lab results
2. Whole-group instruction: Class reads/discusses “Momentum and Impulse” to define terms, units, equations, and "Conservation of Momentum" (elastic)
3. HYS: Problem-based instruction – Class works sample problems which typify Conservation of Momentum
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Review Egg Drop Requirements

Physics I HW: (P193) Problems 9, 10a, 19, 33, 35, 45

Mar 19 Conservation of Momentum

• GLE: PS.19, 21-24
• Objective: TLW Extend conservation ideas from Chapter 5 and apply then to the concept of Momentum
• P/A/T:
1. Review Conservation of Momentum problems
2. Demonstrate Conservation of Momentum with “Collision Carts”
3. HYS: Problem-based instruction – Students predict results before collisions occur
4. Demonstrate Conservation of Angular Momentum with a spinning student in an Office Chair
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: We will only have 1 more quiz before we start electricity ... fluid mechanics and the egg drop

Physics I HW:

Mar 20 Galileo

Mar 23 Test

• GLE: PS.19, 21-24
• Objective: TLW solve problems related to Energy, Power, Work, Momentum and Impulse
• P/A/T:
1. Test on Chapters 5 & 6
• Assessment: Teacher formally grades test
• Closure: Review first page of test

Physics I HW:

Mar 24 Circular Motion

• GLE: PS.15,16
• Objective: TLW define terms to Relate Circular Motion terms and Equations to playground Equipment
• P/A/T:
1. Review Test
2. Whole-group instruction: explain Rotation Notes
3. HYS: Problem-based instruction - Lab to calculate Centripetal Force
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Can you match each Circular Motion term with its linear counterpart?

Physics I HW:

Mar 25 Torque

• GLE: PS.15,16
• Objective: TLW Solve problems that involve Centripetal Force and Torque
• P/A/T:
1. Whole-group instruction: explain Rotation Notes
2. HYS: Cooperative learning - Student groups discuss (then explain to class) how playground equipment can be used to demonstrate Circular Motion terms and equations.
3. Whole-group instruction: using the Torque equation, and how to find Equilibrium
4. HYS: Problem-based instruction - Lab to calculate Torque and Rotational Equplibrium
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: What if the system were rotating instead of balanced?

Physics I HW:

Mar 26 Fluid Mechanics

• GLE: SI.7
• Objective: TLW Use Fluid Mechanics Concepts to explain Buoyancy
• P/A/T:
1. Whole-group instruction: Discussion to define Pressure in common terms from experience Ch9 p318. Define Buoyancy as an application of Archimedes Principle. Teacher defines Pascal's Principal and students play with Hydraulic Demo
2. HYS: Problem-based instruction – Demonstrate the Cartesian Diver, so that class can explain it's behavior (pressure and buoyancy)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: If we throw bricks into a boat, what happens to water levels, from boat to water, from boat to shore, water to boat

Physics I HW:

Mar 27 Fluid Mechanics

• GLE: SI.7
• Objective: TLW Use Fluid Mechanics Concepts to explain Pressure issues
• P/A/T:
1. Whole-group instruction: discussion with demonstrations - Bernoulli's principal (blow on paper, and 2 empty cans). Gas Laws (demonstrations with sealed bottle and vacuum pump).
2. HYS: Problem-based instruction – Students predict: What will happen when we .... with the Vacuum pump
3. Whole-group instruction: teacher explains First 2 laws of Thermodynamics. Students supply examples to demonstrate their truth.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Memorize: “Mom, cleaning my room violates the 2nd law of Thermodynamics.”

Physics I HW:

Mar 30 Egg Drop Contest

• GLE: PS.19,22
• Objective: TLW Solve Problems that involve Work, Energy, Power and HP
• P/A/T:
1. Handout ConTest, measure Egg Drop Vehicles
2. Drop Egg Drop Vehicles and collect data
3. Review ConTest results
4. HYS: Problem-based instruction – Students work on Egg Drop Worksheets
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
• Closure: Q & A about Egg Drop Worksheet “ConTest”. Review for test

Physics I HW: Egg Drop Worksheet

Mar 31 Test and Magnets

• GLE: PS.31
• Objective: TLW Solve problems that involve Circular Motion and Use Fluid Mechanics terms to explain real-world situations
Explore Magnetic Fields
• P/A/T:
1. Students turn in Egg Drop Worksheets
2. Quiz on Rotational Dynamics and Fluid Mechanics
3. HYS: Cooperative groups - Student pairs skim chapter, discuss, and answer questions.
• Assessment: Teacher Formally grades test
• Closure: Review first page of test

Physics I HW:

Apr 01 No Class. Testing.

Apr 02 Tesla

• GLE: PS-H-G2/30
• Objective: TLW summarize Tesla's contributions to, and conflicts with, the world
• P/A/T:
1. Students Watch Tesla Documentary and complete worksheet
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Pick up worksheets. Review Tesla accomplishments. Be sure you're done with Chapter 21 work by Monday.

Physics I HW: Chapter 21 worksheet.

Apr 03 No Class. Testing.

Apr 06 XXI. Magnets and XVII. Charge

• GLE: PS-H-G2/29 kinda not and PS-H-G2/31 kinda not
• Objective: TLW Explore magnetic fields and explain Charge through examples
• P/A/T:
1. HYS: Play – Magnetism Overview – Student demonstrations to show poles and field lines
2. Whole-group instruction: Review Chapter 21 Permanent vs. Electro-magnets. Why does Earth (thus Lodestones) have Magnetic Poles? Explain/demo the Right-Hand Rule.
3. Brainstorming - "What can we do with Magnets?"
4. Whole-group instruction – Teacher defines Charge, and students discuss examples from their experiences. Ch17
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Why does the generator do that?

Physics I HW:

Apr 07 XVIII. Potential Difference and Capacitance

• GLE: PS-H-G2/30
• Objective: TLW Explain the Connections between Potential Difference, Current & Resistance
• P/A/T:
1. Whole-group instruction – Current (p694) Ch19
2. HYS: Play – Demonstrate Van de Graff generator Why does it do that?
3. Review Fluid Mechanics and Magnet terms
4. Whole-group instruction: Resistance (p700). At this point, students should have defined: V, I, R
5. HYS: Resistance Lab - Students help teacher demo multimeter with wires of different resistance. Students create chart of resistance trends. Show Resistors on PC boards.
6. Whole-group instruction: Teacher defines Capacitance, gives uses and shows capacitors on PC boards.
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Review 3 concepts, their variables, and their units

Physics I HW: (P703) Practice 19B, 1,2,3

Apr 08 AC/DC

• GLE: PS-H-G2/30
• Objective: TLW Define AC and DC, and trace the historical threads of their use
• P/A/T:
1. HYS: Problem-based instruction – V=IR problems on board and in notes. Students make up archetype problems
2. Review HW Problems with R=V/I
3. Whole-group instruction - Water Analogy for Electricity for both AC and DC
4. Review V, I, R, P definitions and equations by showing data on transformers and listing them on board
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: What do you think VIR PIV is leading us up to?

Physics I HW: (P710) Practice 19C, 1,2

Apr 09 Combining Equations

• GLE: PS-H-G2/30
• Objective: TLW Analyze Problems that involve V, I, R, P
• P/A/T:
1. Review HW Problems with V=IR
2. HYS: Problem-based instruction - Power (p708) problems P=IV
3. Students Combine equations V=IR & P=IV ... on the board (teams of 2)
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How many equations do you need to have in your head at this point?

Physics I HW:

Apr 20 Review

• GLE: PS-H-G2/30
• Objective: TLW Analyze Problems that involve V, I, R, P
• P/A/T:
1. Review HW Problems with V=IR
2. HYS: Problem-based instruction - Power (p708) problems P=IV
3. Students Combine equations V=IR & P=IV ... on the board (teams of 2)
4. Teacher Demo using Christmas-tree lights and Ohm meter to show how resistance increases as resistors are added in series.
5. Class watches Tesla documentary - Answering questions: Who/what were the conflicts?
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How many equations do you need to have in your head at this point?

Physics I HW:

Apr 21 Test

• GLE: PS-H-G2/29 kinda not, PS-H-G2/31 kinda not, and PS-H-G2/30
• Objective: TLW Solve Problems that involve V, I, R, P
• P/A/T:
1. Test on Chapters 21, 17, 18, & 19
2. Review Test
3. Teacher Defines: Series and Parallel Circuits – relate to water analogy. "These are the resistors you can buy: 10, 47, 100, 470, ..."
• Assessment: Teacher Formally grades Test
• Closure: How is your house wired? Parallel or in Series?

Physics I HW: Make me a Resistor that has an equivalent Resistance of 830 Ohms, (5%)

Apr 22 Series Circuit Fragments

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Series Circuit Fragments
• P/A/T:
1. Selected students put HW solutions on the board.
2. Review Test
3. Whole-group instruction: Discussion and notes .. XX. C. Series Circuits
4. HYS: Problem-based instruction - students solve Series Circuits problems
5. Review student HW solutions that they drew on the board at the beginning of class.
6. HYS: Problem-based instruction – Lab to measure resistance of Series Resistors
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Examples of why we may need resistors of a specific value?

Physics I HW: Make me a Resistor: Find 4 different ways to build a 190 Ohm resistor, with 1% tolerance

Apr 23 Series and Parallel Circuit Fragments

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Series Circuit Fragments
• P/A/T:
1. Review student HW solutions that they drew on the board at the beginning of class.
2. Students copy Real World examples from lab into notes.
3. Whole-group instruction: Class Defines/Describes Parallel Resistors and calculates equivalent resistance
4. HYS: Problem-based instruction – Lab to measure resistance of Parallel Resistors
5. Whole-group instruction: Class Defines/Describes "Mixed Resistors" and calculates equivalent resistance
• Assessment: Teacher Formally grades Lab
• Closure: Examples of why we may need resistors of a specific value?

Physics I HW: Make me a Resistor that has an equivalent Resistance of 92, with 1% tolerance

Apr 24 Parallel Circuit Fragments

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Parallel Circuit Fragments
• P/A/T:
1. Review student HW solutions that they drew on the board at the beginning of class.
2. Revisit “Things that affect Resistance” chart in notes to add diagrams for parallel and series.
3. HYS: Problem-based instruction – Students solve problems “1000 Questions” about this circuit
• Assessment: Teacher Formally grades Lab
• Closure: Examples of why we may need resistors of a specific value?

Physics I HW: Make me a Resistor that has an equivalent Resistance of 115.5 Ohms, with 0.5% tolerance

Apr 27 Mixed Circuits

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Circuits
• P/A/T:
1. Review student HW solutions that they drew on the board at the beginning of class.
2. Whole-group instruction: Class Defines/Describes Combination Resistors and starts chart comparing/contrasting parallel and series.
3. Simulate Meter readings on Sample circuits on board with student volunteers
4. HYS: Problem-based instruction – Students solve problems “1000 Questions” about this circuit
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Student groups complete Chart w parallel and series info/equations

Physics I HW: Make me a Resistor that has an equivalent Resistance of 17 Ohms, with 0.4% tolerance

Apr 28 Test

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Circuits
• P/A/T:
1. Review student HW solutions that they drew on the board at the beginning of class.
2. Circuits Test
3. Students read Chapter 22 when done with test
• Assessment: Teacher Formally grades Test
• Closure: Using the water analogy, what happens if we put a resistor and a capacitor in series?

Physics I HW: Read Chapter 22

Apr 29 AC and Induction

• GLE: PS-H-G2/30 & 31
• Objective: TLW Solve Problems that involve V, I, R, P
• P/A/T:
1. HYS: Problem-based instruction – Students review Test by working problems.
2. Whole-group instruction: Class reads/discusses Characteristics of Induced Current (ch 22) p796. Class reads/discusses Applications of Induction (review of What we do with magnets)
3. Demonstrations of AC and DC motors and generators, as well as review of Parallel and Series Resistors
4. Teacher demonstrates induction with Copper tube and falling magnet, and balance scale
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: How do birds sit on high voltage wires and live?

Physics I HW:

Apr 30 Transformers

• GLE: PS-H-G2/30 & 31
• Objective: TLW Define Induction and Create uses for its Physical Characteristics
• P/A/T:
1. Class reads/discusses Mutual Inductance p814 w demonstration
2. Teacher Defines Transformer, with equation, diagram and illustration
3. Class brainstorms possible uses of Transformers
4. HYS: Problem-based instruction – Student groups solve Problems for Transformers and Diagrams in notes
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Why can't Transformers work in a DC circuit?

Physics I HW: P754 – 3, 10, 22 P823 – 40, 41

May 01 Transformers, Semiconductors and Review

• GLE: PS-H-G2/30 & 31
• Objective: TLW Solve Problems that involve V, I, R, P
• P/A/T:
1. Class reads/discusses Semi-Conductor Doping (ch 24) p872 , n-Type and p-Type Semi-conductors
2. Class Demonstrates “Conducting Holes”
3. Review HW
4. HYS: Cooperative groups – Student groups brainstorm “How can we use semi-conductors to change AC into DC?” Solution: Class reads/discusses how “AC can be converted to DC” p811 with graphing tie-in
5. Review all terms and Equations related to Electricity for test
• Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
• Closure: Truth about the electric Company - How do we really get electricity?

Physics I HW: Final Projects Due Monday

May 04 Test

• GLE: PS-H-G2/30 & 31
• Objective: TLW Solve Problems that involve V, I, R, P
• P/A/T:
1. Transformer Test
2. Teacher Defines Transistor and Diode to include Schematics and uses
• Assessment: Teacher Formally grades Test
• Closure: Check in all projects to make sure all were turned in on time. "Books are Due!"

Physics I HW:

May 05 Grade Final Projects

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Mixed Circuits
• P/A/T:
1. HYS: Project-based instruction - Students Complete Problems related to Project and Draw Wiring Diagrams of houses, While teacher interviews students individually
2. Whole-group instruction: Integrated Circuits to include Schematics, uses and Digital Logic
• Assessment: Teacher Formally grades Final Projects
• Closure: You cannot leave here with the wiring Diagram. I will grade that tonight

Physics I HW:

May 06 Grade Final Projects

• GLE: PS-H-G2/30 & 31
• Objective: TLW Apply Circuit Concepts to Real Examples of Mixed Circuits
• P/A/T:
1. HYS: Project-based instruction - Students Complete Problems related to Project and Draw Wiring Diagrams of houses, While teacher interviews students individually
• Assessment: Teacher Formally grades Final Projects
• Closure: Grades are due this evening at 8pm. Feel free to check the Parent Command Center at that point.

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