### Key

In the Titles:

- Roman Numerals refer to Chapter Numbers.
- Letters refer to Sections within a Chapter.

In the GLE's:

- PS means Physical Science
- SI means Science as Inquiry
- ESS means Earth and Space Science

# Physics I - Spring 2009

**Jan 05 Class Introduction**

- GLE: PS.13
- Objective: TLW Define Physics
- P/A/T:

- Teacher takes Role as students pass out and fill out Info Sheets
- Whole-class instruction: Teacher reads/explains Class Policy
- Classroom procedures: seating assignments, turning in work, and reviewing HW
- Students take Diagnostic Test “Trufab”
- AVC: I – Go over “Phyisics Survival Checklist”
- 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:

- Review HW - students explain algebra practice problems
- Review “Trufab” test in detail to demonstrate use of units and problem solving advice
- AVC: R - “Physics Survival Checklist” Scientific Method, units, measuring, solve, convert, calculator use, ...
- Whole-group instruction: Define-> Physics(I.A.) in notes
- Review Classroom procedures
- 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:

- Review HW: Unit combination practice
- HYS: Cues and Questions - Scientific Method (I.B.) Students discuss steps and supply examples
- Whole-group instruction: Experimental Design Terms (I.C.) - Teacher defines, class discusses examples
- HYS: Generating and Testing Hypotheses – Class creates complex example using Scientific Method
- 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:

- Review Class Procedures for HW review
- Review HW
- HYS: Cues and Questions - Using "The Chart" to study all major concepts in Physics
- AVC: I – SI Units ... student pairs talk after filling out AVC form to list other units and match them with their concepts
- Whole-group instruction: Teacher leads class through reciting the metric prefixes and their values
- 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:

- HYS: Guided Practice - Conversion Factors (I.F.)... problems on board every 3 minutes (english <-> metric)
- HYS: Ques and Questions – how many _____ are in a ________ ... (metric <-> metric)
- Whole-group instruction: Teacher leads class through sample conversion problems
- Review HW students explain conversion possibilities
- HYS: Guided Practice – Metric Conversions (I.G.)... problems on board every 3 minutes
- Whole-group instruction: Scientific Notation (I.H.)... problems on board and guided practice. Students should be able to convert in both directions (SciNot <-> Decimal)
- HYS: Guided Practice - Scientific Notation on Calculators – Students solve problems with calculators
- Whole-group instruction: teacher uses Target analogy to compare/contrast Precision and Accuracy (I.I.)
- Class Lists Rules for Significant Digits (I.I.) and teacher simplifies
- Review terms from Chapter 1 for Test

- 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:

- Test 1A
- Review 1st page of test
- 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:

- Review Test
- Whole-group instruction: Review Measuring Rules/Advice
- 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:

- Review Measuring Issues and HW
- HYS: Guided Practice – Student pairs finish Measuring Practice
- HYS: Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.
- Measuring Lab - student groups rotate through 8 stations measuring angles, temperature, liquid volume, mass, and weight - accurately and with the right precision

- 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:

- Whole-group instruction: Graphing Expectations in Physics
- Review the slope equation
- 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.

- 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:

- Review HW - students work and explain problems
- Whole-group instruction: relate Relationships, their graphs and their Equations (I.M.)
- Show/Discuss Graphs of "Relationships" done by OpenOffice using equations supplied by students for each of the 3 types of relationships.
- Whole-group instruction: Best-fit-lines

- 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:

- Review Cart lab steps
- Lab: Groups get Cart Lab Data using laptop and probes
- 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)

- 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:

- Review Graphs from Cart Lab
- HYS: Cooperative Groups – begin Graph “Distance vs. Time”
- AVC: I Vectors
- Whole-group instruction: Intro to Vectors
- HYS: Guided Practice – student pairs work Vector Problems

- 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:

- Review HW Vectors
- HYS: Guided Practice ... student pairs work Vector problems
- Review Chapter 1 "Physics Tools" for test

- 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:

- Test 1B
- 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:

- Review Test
- Student-led discussion: Define Motion terms
- 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?
- HYS: Guided Practice – Students parctice drawing random lines and calculating their slopes ... relates slope to the velocity equation and motion terms

- 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:

- Review HW Graphs
- Whole-group instructions: Review BFL's - relating statistics to the cart lab
- 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).
- HYS: Guided Practice – student pairs solve Velocity Problems from Chapter 2-2 review (II.B.)

- 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:

- Whole-group Instruction: Relate slope to the velocity equation (review problems from yesterday)
- HYS: Visualization – Students use PASPort Equipment To see/feel motion
- 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.
- AVC:I - Best-fit-lines, velocity
- HYS: Project-based instruction – Groups calculate slopes between data-point-pairs to get ready for Cart Lab Graph #3

- 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:

- Review HW
- HYS: Guided Practice – 2A (p44) to review velocity equation
- HYS: Cooperative groups - groups begin Cart Lab Graph #3
- 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.
- Sample Problems in notes related to Average Acceleration

- 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:

- TLW measure Displacement and time to determine other Kinematic values
- TLW Use equations and Graphs to Describe and Interpret Acceleration

- P/A/T:

- Review HW, students create problems and solve them on the board, copy problems into notes
- Teacher explains rules of the Race
- HYS: Problem-based instruction – Students Race Balloon Cars to get data
- Review HW graphs - students Describe the Slope on displacement/time and velocity/time graph
- 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:

- Review HW graphs from Mouse Trap Car Worksheet
- Whole group instruction – Class Reads/Discusses "Free Fall" (p60-62)
- Teacher Mastery Lecture: Graphing Progression d->v->a-> --- See "Teaching Up" in teacher's edition, P54
- HYS: Cooperative groups & Guided Practice – Problems done with partners (p69)

- 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:

- Teacher Mastery Lecture: Review the Graphing Progression d->v->a->
- Review Equations on P58
- HYS: Cooperative groups – Student pairs work problems to review "Derived Equations"
- Teacher-led discussion: Best fit lines on velocity/time graph ... explain homework
- Teacher-led discussion: Review Ch1 & 2 terms for test

- 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:

- Review Graphs from Cart Lab
- Test 2
- 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:

- HYS: Problem-based instruction – Review Test... Students work problems and explain details at board
- Teacher Mastery Lecture: Trig functions demystified
- 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

- 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:

- Review HW and trig concepts
- Review Test
- Whole Group Instruction – Read and discuss “2-D Motion” (p98). Review notes on Dropped Objects and Equations from Chapter 2
- HYS: Problem-based instruction – Students compose and solve problems involving Dropped Objects – vf? D? t? ... similar to homework

- 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:

- Review HW
- Play the clap game to help understand acceleration due to gravity, for objects thrown up or down.
- 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)
- HYS: Non-linguistic representations – Graphing Projectiles (still III.F.): Review old graphing notes, add "graphing progression" for projectiles

- 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:

- HYS: Non-linguistic representations – Demonstrate "Independence of Motion" using Green Marble Apparatus
- Review "Projectile Motion of objects thrown up or down" (III.C.) using the "clap game"
- AVC: I – "Independence of Motion" to convince students that h and v motion are independent
- 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

- 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:

- Review HW
- Review “Projectile Motion of objects thrown horizontally” (III.D.)
- AVC: R – “Independence of Motion”
- 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

- 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:

- Review HW
- Test 3a
- Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
- Review – Dropped, Up/down, Horizontal, other, component vectors

- 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:

- Review Test Problems - student pairs help with substitutions
- Whole-group instruction: “Objects Launched at other angles” ... sample problems in notes
- HYS: Cooperative groups – Class works problems that are part of a parabola (horizontal launch) and graph results together

- 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:

- Whole-group instruction:
- Review the transition of problems as they have gotten more difficult – Dropped, Up/down, Horizontal
- Read P102-4 and discuss sample problem

- HYS: Problem-based instruction
- Student pairs practice working Projectile Motion Problems
- Teacher sets up homework problem

- Whole-group instruction:

- 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:

- 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!!!"
- HYS: Problem-based instruction - Students each work a related problem with an assigned angle to determine "Optimum angles and velocities of projectiles."
- Whole-group instruction - Review Trig, Component Vectors, and Independence of Motion
- Students start watching October Sky - Answer worksheet during movie. Due at end of movie. Students do not take it home.

- 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:

- Students Watch October Sky
- Answer worksheet during. Due at end of movie.
- 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:

- 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:

- Test 3b
- Class Reads 4-1 to Define Force, Net Force, and Equilibrium (IV.A.)
- Whole-group instruction - List and define the 4 forces of the Universe (IV.B.) and Contact/Field Forces (IV.C.)

- 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:

- Test 3b
- Class Reads 4-2 to Define Inertia and List Newton's Laws of Motion (IV.D.)
- Whole Group Instruction – Simplified version of Newton's Laws

- 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:

- Class Reads 4-3 to Define Force (as per Newton's 2nd Law) p136-138 (IV.E.)
- Introduce equation for 2nd Law (F=ma) into notes, derive Unit,
- Students create Example Problems on board, for notes.
- HYS: Guided Practice - practice problems 4b

- 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:

- HYS: Project-based instruction – Fire each student's Rocket 2 times, while collecting data
- Copy Data collected onto student worksheets for completion
- 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:

- Review Rocket worksheets
- HYS: Cooperative groups – Groups make list of examples that exemplify Newton's 3 laws of motion and present to class
- Class groups Calculate Weight and mass based on measured m & W
- HYS: Guided Practice – student pairs solve Force related problems
- Whole group instruction – Mass vs. Weight discussion ... “Let's take a trip in our rocket ship”
- AVC:R Review Netwon's Laws of Motion

- 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:

- Whole group instruction – Newton's Law of Universal Gravitation
- AVC:I Newton's Law of Universal Gravitation
- HYS: Guided Practice – student pairs solve Force related problems
- Class demonstrates/simulates “Force Table” using Spring scales
- 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?"

- 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:

- Class Reads 4-3 to Identify action-reaction pairs and their results and “Everyday Forces”
- Class watches and discusses “Elevator Video”
- Whole group instruction – “Normal Force” and it's use in vector problems (notes) - - - “Friction Force” including types and coefficient uses
- HYS: Guided Practice – Students solve Sample Problems that combine all “Everyday Forces”

- 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:

- HYS: Problem-based instruction – Lab to calculate coefficient of Friction
- 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.

- 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:

- Review Force Diagrams
- HYS: Cooperative groups – Individuals find F components (random angles), pairs with same angle discuss/help, class charts results.

- 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:

- HYS: Problem-based instruction – Lab to use coefficient of Friction
- 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:

- Whole-group instruction: Newton's Laws and Friction terms, units, equations
- HYS: Guided practice - Student pairs “Review and Assess” problems (23, 24, 27,38, 40) on Pp152-3

- 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:

- Test on Chapter 4, Forces & Newton's Laws
- 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:

- Review Test - Students work and explain problems on board
- Review HW definitions: Work, Energy, KE, PE, Power (V.A.)
- Teacher defines Nm using 3 “Archtype” problems (V.B.) with student input
- Students demonstrate PE and KE related to an object falling on a toe
- HYS: Cooperative groups – groups derive equation for “Work at Other Angles” based on component vectors

- 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:

- Review HW: What factors affect work, PE, and KE? So that if we raise ___, what happens, or if we lower ___ that happens?
- Students Calculate PE and KE (V.D. From p174 and 180)
- Class reads/discusses Law of Conservation of Energy (V.D.)

- 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:

- Review HW: Conservation Demonstration - with students performing specific parts from the worksheet
- Class Defines/Reads Power as “Rate of Energy Transfer” (V.E.)
- Students solve sample Problems for Power in notes
- Whole-group instruction: Teacher Derives/Defines Horsepower unit
- 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:

- Review Power Lab results
- Whole-group instruction: Class reads/discusses “Momentum and Impulse” to define terms, units, equations, and "Conservation of Momentum" (elastic)
- HYS: Problem-based instruction – Class works sample problems which typify Conservation of Momentum

- 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:

- Review Conservation of Momentum problems
- Demonstrate Conservation of Momentum with “Collision Carts”
- HYS: Problem-based instruction – Students predict results before collisions occur
- Demonstrate Conservation of Angular Momentum with a spinning student in an Office Chair

- 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:

- 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:

- Review Test
- Whole-group instruction: explain Rotation Notes
- HYS: Problem-based instruction - Lab to calculate Centripetal Force

- 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:

- Whole-group instruction: explain Rotation Notes
- HYS: Cooperative learning - Student groups discuss (then explain to class) how playground equipment can be used to demonstrate Circular Motion terms and equations.
- Whole-group instruction: using the Torque equation, and how to find Equilibrium
- HYS: Problem-based instruction - Lab to calculate Torque and Rotational Equplibrium

- 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:

- 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
- HYS: Problem-based instruction – Demonstrate the Cartesian Diver, so that class can explain it's behavior (pressure and buoyancy)

- 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:

- 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).
- HYS: Problem-based instruction – Students predict: What will happen when we .... with the Vacuum pump
- Whole-group instruction: teacher explains First 2 laws of Thermodynamics. Students supply examples to demonstrate their truth.

- 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:

- Handout ConTest, measure Egg Drop Vehicles
- Drop Egg Drop Vehicles and collect data
- Review ConTest results
- 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:

- Students turn in Egg Drop Worksheets
- Quiz on Rotational Dynamics and Fluid Mechanics
- 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:

- Students Watch
__Tesla__Documentary and complete worksheet

- Students Watch

- 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:

- HYS: Play – Magnetism Overview – Student demonstrations to show poles and field lines
- Whole-group instruction: Review Chapter 21 Permanent vs. Electro-magnets. Why does Earth (thus Lodestones) have Magnetic Poles? Explain/demo the Right-Hand Rule.
- Brainstorming - "What can we do with Magnets?"
- Whole-group instruction – Teacher defines Charge, and students discuss examples from their experiences. Ch17

- 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:

- Whole-group instruction – Current (p694) Ch19
- HYS: Play – Demonstrate Van de Graff generator Why does it do that?
- Review Fluid Mechanics and Magnet terms
- Whole-group instruction: Resistance (p700). At this point, students should have defined: V, I, R
- HYS: Resistance Lab - Students help teacher demo multimeter with wires of different resistance. Students create chart of resistance trends. Show Resistors on PC boards.
- Whole-group instruction: Teacher defines Capacitance, gives uses and shows capacitors on PC boards.

- 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:

- HYS: Problem-based instruction – V=IR problems on board and in notes. Students make up archetype problems
- Review HW Problems with R=V/I
- Whole-group instruction - Water Analogy for Electricity for both AC and DC
- Review V, I, R, P definitions and equations by showing data on transformers and listing them on board

- 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:

- Review HW Problems with V=IR
- HYS: Problem-based instruction - Power (p708) problems P=IV
- Students Combine equations V=IR & P=IV ... on the board (teams of 2)

- 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:

- Review HW Problems with V=IR
- HYS: Problem-based instruction - Power (p708) problems P=IV
- Students Combine equations V=IR & P=IV ... on the board (teams of 2)
- Teacher Demo using Christmas-tree lights and Ohm meter to show how resistance increases as resistors are added in series.
- Class watches Tesla documentary - Answering questions: Who/what were the conflicts?

- 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:

- Test on Chapters 21, 17, 18, & 19
- Review Test
- 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:

- Selected students put HW solutions on the board.
- Review Test
- Whole-group instruction: Discussion and notes .. XX. C. Series Circuits
- HYS: Problem-based instruction - students solve Series Circuits problems
- Review student HW solutions that they drew on the board at the beginning of class.
- HYS: Problem-based instruction – Lab to measure resistance of Series Resistors

- 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:

- Review student HW solutions that they drew on the board at the beginning of class.
- Students copy Real World examples from lab into notes.
- Whole-group instruction: Class Defines/Describes Parallel Resistors and calculates equivalent resistance
- HYS: Problem-based instruction – Lab to measure resistance of Parallel Resistors
- 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:

- Review student HW solutions that they drew on the board at the beginning of class.
- Revisit “Things that affect Resistance” chart in notes to add diagrams for parallel and series.
- 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:

- Review student HW solutions that they drew on the board at the beginning of class.
- Whole-group instruction: Class Defines/Describes Combination Resistors and starts chart comparing/contrasting parallel and series.
- Simulate Meter readings on Sample circuits on board with student volunteers
- HYS: Problem-based instruction – Students solve problems “1000 Questions” about this circuit

- 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:

- Review student HW solutions that they drew on the board at the beginning of class.
- Circuits Test
- 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:

- HYS: Problem-based instruction – Students review Test by working problems.
- 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)
- Demonstrations of AC and DC motors and generators, as well as review of Parallel and Series Resistors
- Teacher demonstrates induction with Copper tube and falling magnet, and balance scale

- 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:

- Class reads/discusses Mutual Inductance p814 w demonstration
- Teacher Defines Transformer, with equation, diagram and illustration
- Class brainstorms possible uses of Transformers
- HYS: Problem-based instruction – Student groups solve Problems for Transformers and Diagrams in notes

- 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:

- Class reads/discusses Semi-Conductor Doping (ch 24) p872 , n-Type and p-Type Semi-conductors
- Class Demonstrates “Conducting Holes”
- Review HW
- 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
- Review all terms and Equations related to Electricity for test

- 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:

- Transformer Test
- 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:

- HYS: Project-based instruction - Students Complete Problems related to Project and Draw Wiring Diagrams of houses, While teacher interviews students individually
- 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:

- 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.