All 1st MP Physics Tasks
 Mr. S's expectations & intro.
↓The most recent objectives, plans & tasks we performed are near the top!↓
Cycle of Class Plans, Tasks & Links
Cycle 7:
Tue. 10/31
-Tue. 11/7		 Day 5/6: After you were given the first half hour of this long day 6 to work on your Weather Instrument CER that is due Wednesday, 11/13, physics and the upcoming observation of Veteran's Day combined on this day before your mini-break as we watched "Bombing Nazi Dams" and answered these questions on it. It would extend into class on Monday 11/11.  Enjoy your mini break!
Day 3: Today (and the first half hour of our long day 6 Wednesday) was your chance to complete your CER G.O. on the launch and landing of delicate weather instruments before then getting started on the actual CER paper your G.O. set you up to write. The CER will actually be due on Wednesday 11/13 (which also is the last day late 1st MP work will be accepted!).
Day 2: After Mr. S. checked your Impulse Practice EXTRA WS for completion and class members put its solutions on the board, the nature of a CER (Claim-Evidence-Reasoning) paper was discussed, first with this "My dad is an alien" video and how we could use this condensed CER graphic organizer via this explainer to setup the construction of a CER essay about the little girl's arguments and reasoning. Then in groups for 5 points, you applied the use of a full CER Graphic Organizer to the "Ethics" question of the SUV vs. the motorcycle with an application of our old friends, Newton's Laws as detailed in this explainer. The day ended with the assignment of this CER G.O. on the launch and landing of delicate weather instruments to at least have been started by Monday's class.
Day 1: After a check and discussion about the solutions to your Impulse Practice worksheet, this Saving Gwen Stacy and the Role of Impulse follow-up discussion resulted in a deeper understanding of how 1) F vs. t graphs can be used to analyze collisions quantitatively and 2) how a smaller force can match a large force's impulse (and resulting damage) by being applied longer. The class concluded with a 4 questions Socrative quiz pertaining to these 4 F vs. t graphs before this EXTRA Impulse Practice worksheet was assigned for HW.
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...related Newton's 2nd to the impulse equation and how increasing t and decreasing change in momentum to decrease the force an object experiences in a collision.
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 6:
Mon. 10/23
-Mon. 10/30		 Day 5/6: Starting on slide 133 of our "Ethics" show, we closed out our discussion about Gwen Stacy's fall that allowed you to complete the ending discussion and closing question of your Spiderman Force Reduction Drop activity that was then turned in. We then used the balance of the period to continue the "Ethics" show to introduce "impulse," a slight twist to the Newton's 2nd equation we've been using. This led to the assignment of this Impulse Practice worksheet that most were able to complete in class.
Day 3: With Mr. S's absence on this day (and before we get into the remaining Apollo mission stories when we landed on the moon successfully 6 times), we began to debunk Apollo moon landing conspiracy theories with this "Destroying Moon Landing Conspiracy Theories" activity via the viewing of a National Geographic program on such ideas (see Mr. S. if you need the video). This will be completed during your next class, a long day 6 Tuesday.
Day 2: After the intense, emotional impact of this Spiderman scene where the impulse equation plays are big part, we tried to remedy the situation with this Spiderman Force Reduction Drop activity (that had this rubric and the possibility of winning M&Ms) ended up both a lot of fun and an intense competition.
Day 1: Since your next several classes will challenge you with real world engineering tasks related to the F=m(vf-vi)/t equation, we prepped for them by watching the story of Apollo 9's Lunar Module creators for a real life engineering story with "Spider" that led to the answering of these questions. This reached into Thursday's long LB added day 3 class.
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...related Newton's 2nd to the impulse equation and how increasing t and decreasing change in momentum to decrease the force an object experiences in a collision.
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 5:
Wed. 10/11
-Fri. 10/20		 Day 5/6: 2 main parts to today's long day 5/6:
1) Mr. S. first made you aware that WEDNESDAY WOULD INCLUDE YOUR FIRST 30 POINT CONCEPT CHECK MAJOR ASSESSMENT, THIS ONE ON NEWTON'S LAWS!
To then prepare for it we 1) went over the Newton's Laws multiple choice questions many of you struggled with and 2) Mr. S. made you aware you would be permitted to put any notes you want on the "Newton's Laws Summary Note" sheet he gave you and use it on Wednesday!
2) After that, Mr. S. explained the importance of giving you an occasional "Carrot Day" to understand why we are doing what we are doing (and take a break from our physics) before we began the viewing/question-answering for "Spider" FOR 10 POINTS, the story of the design and difficult engineering behind the lander that would be the first to put humans on the moon.
Days 2-3: Today (and the next class) as a way of beginning to review and conclude our Newton's Laws unit, you viewed the movie "Gravity" and performed the answering of the included questions FOR 10 POINTS related to how microgravity environments like the one depicted in the movie can show how true Newton's Laws are in ways life on Earth can not.
***The movie and its question sheet would stretch into and through your next class.
Day 1: Today, we performed a "Pulling Mr. S. Lab" to serve as a more in-depth introduction to Newton's 2nd Law, ΣF=ma, that Mr. S. previewed on our last day 5/6. The lab and its follow-up questions FOR 15 POINTS were worked on after the performance of the lab but it is not due until your next class.
GET READY - A CONCEPT CHECK ASSESSMENT FOR 30 MAJOR ASSESSMENT POINTS IS ON ITS WAY ON NEWTON'S LAWS BY THE END OF THIS WEEK!
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 4:
Tue. 10/3
- Tue. 10/10

Day 5/6: After Mr. S. first showed you how he used Newton's 3rd and 2nd together in a Jello Wrestling Match a long time ago for class discussion purposes, he then addressed how it has become clear many still don't believe in Newton's 3rd from your previous work. So today you first completed Mr. S's instructor-paced "Scooters! Discussion" Pear Deck (5 points) to predict, observe and explain various interactions of Ms. Tan, Mrs. Urban and Mr. Sweeten while on scooters that perfectly demonstrated the 3rd in action. Afterward, you at least go started on the "Scooters! Post-Discussion" form (15 points) to wrap up the day.
Day 3: 2 parts to today:
1) First, Mr. S. let you know that you were lied to about Newton's 2nd before using the included Slides to connect it to Newton's 3rd (that was introduced in our last class) and his collision with the front wall of our classroom.
2) Then, you used what you learned from that discussion (and hints Mr. S. gave you) to complete the included "Mr. S's Wall Collision & Newton's Laws Qs" Form FOR 20 BIG POINTS. YOU MAY COMPLETE IT AS MANY TIMES AS YOU WISH (ALTHOUGH IT WON'T TELL YOU WHICH QUESTIONS YOU ARE GETTING INCORRECT)!
Day 2: 2 parts to your work today:
1) Then, we finished "1968" and its questions which ARE DUE BY TUESDAY NIGHT.
2) It was then time for an introduction to Newton's 3rd law which Mr. S. first defined at the top of today's "Newton's 3rd Intro with Demos" paper. He then performed/told 5 demonstrations/stories WHERE IT WAS YOUR JOB TO DESCRIBE HOW THERE WAS CLEAR EVIDENCE OF A REACTION FORCE TO THE INITIAL PUSH/PULL IN EACH CASE FOR 5 POINTS.
Speaking of Newton's 3rd, WHERE'S THE ARTICLE FROM YESTERDAY FROM SOME OF YOU?!?
Day 1: After receiving the included "Newton's 3rd Law Force Pairs Article" from your sub, read it carefully to then complete the matching section at its end FOR 10 POINTS! IT IS DUE AT THE END OF THE PERIOD!
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 3:
Fri. 9/22
- Mon. 10/2

Day 5/6: 3 parts to today:
1) First, prep and then performance of our "Safety Car Races" to determine a winner and many bonus point earners!. See the included bracket below that will be updated with the tournament's results!
2) Then, using the included "Safety Car Races Conclusion Helper", you completed the "Safety Car Races Conclusion Form" (FOR 15 POINTS!) to bring closure to this activity and its relevance to Newton's 1st Law!
3) We then took a SEL break by learning about how these tumultuous times filled with conflict and controversy in the U.S. have been seen before about 50 years ago when Mr. S. was born (the "Apollo 8 Intro" below). This led to a start to our viewing/question-answering for "1968" (5 POINTS) which we will complete during our next meeting.
Day 3: 2 parts to today:
1) In light of the fact that COVID positive tests are rising once again in Cherry Hill, Camden Co. and NJ and since I am likely the only science teacher most of you currently have (and misinformation is still rampant about COVID-19), I thought it was best we took a break from our class's physics work for a half period to complete the included "COVID-19: Why We Have Been Doing What We Have Been Doing" Video/Google Form activity (FOR 15 MAJOR ASSESSMENT POINTS!) to get rid of any lingering misconceptions you may have about our response to the continuing pandemic on this day.
Stay safe and keep those around you safe!
2) Once you completed the above MAJOR ASSESSMENT, you could use the remaining time to continue to practice propelling your Safety Car in a way that keeps your passenger standing SINCE TOMORROW IS THE BIG DAY WHEN WE HAVE A TOURNAMENT TO DETERMINE A SAFETY CAR CHAMPION!
(FOR THOSE AT HOME: WE WILL HAVE A MINI TOURNAMENT FOR YOU ONCE YOU RETURN!!!)
Day 2: Yep, this time Mr. S. is out for personal matters that needed to be take care of.
So with his absence, it was time to make sure you are comfortable with scientific notation and what an increase or decrease in a "power of 10" really means, since large and tiny distances and masses alike are an important part of physics and science in general.
So there are 2 parts to today:
1) Watch on your own the linked "Powers of 10" video below, a classic for getting this concept across.
2) Then complete the 10 POINT "Question of Scale Matching" assignment you received on paper from the sub (or print it out at home). Then turn in the paper to the sub (or in our Classroom for those of you at home).
BIG HELPFUL HINT: IDENTIFY THE SMALLEST OBJECT IN THE LIST ON THE RIGHT AND PUT ITS LETTER AT THE TOP ON THE LEFT, THE SMALLEST POWER OF 10 IN THAT COLUMN. NOW, WORK YOUR WAY UP, FINDING BIGGER AND BIGGER OBJECTS ON THE RIGHT TO PUT THEIR LETTERS ON THE LEFT AS THE POWERS OF 10 INCREASE!
So what if you finish early? Take a long, hard look at our old assignments in the Classroom and realize what you still need to complete!
Day 1: 2 parts to today:
1) AFTER DISCUSSING THE IMPORTANT "LAW OF INERTIA VIDEO QS" FROM YOUR LAST CLASS MANY SHOULD CONSIDER TRYING AGAIN, it was time for a formal introduction to the principle in physics we have been exploring lately, "Newton's 1st Law", using the Slides below. After stating it in 2 different ways, Mr. S. gave you examples of how it is often obvious in ruling your everyday life, even though you didn't know it.
2) Then, it was time to see if you could apply the 1st as we discussed our upcoming "Safety Car Races" on Tuesday where you would need to keep your Lego passengers from falling over during your car's motion changes but still win your race to advance! TODAY WAS SIMPLY A DAY FOR YOU TO USE ONE OF THE 6 TRACKS AROUND THE ROOM TO PRACTICE PUSHING YOUR VEHICLE TO WIN BUT KEEPING YOUR PASSENGER UPRIGHT FROM START TO FINISH!
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 2:
Thu. 9/14
- Thu. 9/21

Day 5/6: Although the principle of physics we are exploring right now to explain my quarter that stayed put under my flicked index card and the dishes that remain stationary under quickly pulled tablecloths has come to be known as "Newton's 1st Law of Motion", it was the genius experimenter, Galileo, that first determined how it explained a lot of what we see in the everyday world with his "Law of Inertia".
Today, you'll learn more about his work and how it applies to many situations involving stationary and moving objects. Your task today is to complete the included "The Law of Inertia Video Qs" form (10 POINTS!) by viewing the video linked within it that ties directly into each of its questions.
IT WOULD BE IDEAL TO READ THROUGH THE QUESTIONS FIRST AND THEN HAVE THEM OPEN ALONGSIDE THE VIDEO AS YOU WATCH IT!
COMPLETE THIS AS MANY TIMES AS YOU WISH UNTIL YOU LIKE YOUR GRADE OUT OF 10 POINTS!
TODAY'S LONG PERIOD GIVES YOU PLENTY OF TIME TO GET IT COMPLETE AND CORRECT SO IT IS DUE BY THE END OF YOUR PERIOD TODAY!
Day 3: Today was a good day outside for a "mini field trip" before we came back to class for a "Circle" to get to know each other better.
Day 2: My bosses decided today was an important day for me to be trained in something so as a result, I'm replaced by a sub today.
THE IMPORTANT THING TO KEEP IN MIND IS THAT THE BELOW IS ASSIGNED BY ME AND THE WORK IS JUST AS IMPORTANT AS ANY I WOULD ASSIGN IN PERSON!
What you are doing today:
With the "Table Cloth Chaos" question sheet the sub gave you (FOR 10 MAJOR ASSESSMENT POINTS), watch the included "Table Cloth Chaos" video below on your own to follow the experimentation the guys perform to answer its questions.
ANYONE IN NEED OF EAR BUDS CAN BORROW A PAIR I HAVE GIVEN TO THE SUB!
***IT IS EXPECTED THAT YOU WILL HAVE USED CLASS TIME WISELY TO COMPLETE THIS EXTRA VALUABLE ASSIGNMENT BY THE END OF YOUR CLASS PERIOD!
Day 1: Today, it was finally time to get into the physics that would explain the different kinds of collisions a self-driving sedan would experience with a SUV and with a motorcycle with the guidance of the PDF slides below (which would be updated with your added input after class today!!!) and a demonstration with a quarter and an index card that Mr. S. performed.
This resulted in your first attempt in groups of 3-4 at modeling on whiteboards (FOR 5 POINTS), which then led to a "gallery walk" where you offered praise and suggestions for each others' proposed explanations for what you observed today (FOR ANOTHER 5 POINTS).
Our exploration of one of Newton's Laws behind what you saw today would continue tomorrow with the help of the MythBusters!
↑NextGen:
HS-PS2-1. Analyze data to support the claim
Analyzing and Interpreting Data related to Newton's Laws
↑Bloom's:
K, C, An, Ap, S, E
Marzano 2, 3 and 4		 ↑This week's student learning objectives (all start with "Students will be able to..."):
...analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
...explain hat Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.]
Cycle 1:
9/5 Opening,
then Wed. 9/6 -
Wed. 9/13

Day 5/6: There were 3 parts to today's class:
#1 - Mr. S. finally gave you a copy of his Course Expectations (linked below) that you will read and KEEP (don't sign and return). Your signature will instead take place on the "Signature for Course Expectations" form below (5 POINTS) that I need after you and the adults at home read them ASAP!
#2 - Then, it was time to finish our viewing of "Apollo One" and its accompanying questions THAT ARE DUE TODAY FOR 10 POINTS (see last class)!
#3 - With that true story's complex demonstration of the interconnectedness of science, technology, politics, society, humanity, risk/reward, and benefits/problems, it was time to return to a contemplation of how self-driving cars in the not-too-distant future will involve the same scientific and social complexity with the 2 scenario "dilemma" we started discussing this week.
You would do so by completing the "Assessment - Introducing the Dilemma Conclusion" form (10 POINTS!) THREE TIMES by considering the given quotes and explaining in detail the many issues and debates that will arise related to the THREE QUOTES that you chose to explore and discuss in detail.
DON'T MISS THAT - YOU WILL COMPLETE THE FORM THREE TIMES TO ADDRESS 3 OF THE GIVEN QUOTES!
***ALSO, SINCE THIS IS AN ASSESSMENT, IT WILL BE THE FIRST "EXTRA VALUABLE" TASK THAT GOES IN THE "MAJOR ASSESSMENT" CATEGORY IN GENESIS!
Day 3: After first reviewing the many challenges and ethical concerns that are arising today with the development of self-driving cars over the years to come, we then expounded on that dilemma with the more broad, complex relationship between science and technology outlined in a discussion from the Google Slides below.
Over today and your next class, we explored this further with true storytelling via the viewing of/questions for Apollo One (10 POINTS) to get an especially poignant example of the great dangers and complex political and human factors that brand new, complex technologies bring with them.
It will be concluded during your next class.
***For those absent during either day, the video is linked below.
Day 2: #1 - "The Ethical Dilemma of Self-Driving Cars" video to start off discussion of its issues and the physics involved:
https://www.youtube.com/watch?time_continue=1&v=ixIoDYVfKA0&feature=emb_logo
#2 - "'The Dilemma' Intro in Depth..." Qs in a Google Form (5 POINTS) - DUE TUESDAY 11:59PM!
#3 - Flipgrid "Introduce Yourself & Your 1st Take on 'The Dilemma'" off the top of your head from our discussion on the ethical dilemma of such cars (5 POINTS) -ALSO DUE TUESDAY BY 11:59PM!...
https://flipgrid.com/173aaf74
* First, give me a brief introduction to yourself, BEING SURE TO TELL ME THE MOST BORING FACT YOU CAN THINK OF ABOUT YOU!
* Then, give me your very 1st, off the top of your head idea about what the self-driving car in "the dilemma" should do in each scenario.
You will have a maximum of 3 minutes to accomplish both tasks.
Day 1: 1) First, Mr. S. wanted to observe how each of you specifically approaches problem-solving with the included paper "Counting Triangles Task" FOR 5 POINTS. Mr. S gave details to the instructions that are included with the questions on page 2!
2) Then, after a discussion about the importance of "rates" in physics, we watched the included "OK Go One Moment" video that you then attempted to explain the making of with the form below FOR ANOTHER 5 POINTS.
Opening Day: Welcome back! Today was simply a day for you to learn more about this course you find yourself in and then for you to tell me a little about you by completing the "Tell Me about YOU!" form below (5 points).
After that, Mr. S. fielded questions of any kind in an attempt to further get to know each other!