↓The most
recent objectives, plans & tasks we performed are near the top!↓
| Cycle of Class | Plans, Tasks & Links |
|
Cycle 15: Tue. 1/23 -Wed. 1/31 |
Day 5/6:
With the handing out of your 2nd MP grade sheets, the day
became one to reassess concept checks, to make up missing work or
simply the last class time to continue work
on
the
Bridge WebQuest that
needs to be in your March 4 bridge portfolio. ↑3rd MP began on this day↑ Day 3: This day just saw us complete PBS's "Building Big Bridges" and its questions before then also continuing work on the Bridge WebQuest you started yesterday. Don't forget your 3 questions for Dr. Tan are due TONIGHT in our G.C. by 11:59pm! Day 2: After Mr. S. first assigned a take home Concept Check THAT IS DUE ON THURSDAY to wrap up our work on Kepler's Laws, this long LB added day saw us view PBS's "Building Big Bridges" while answering the questions on its sheet you were already given to begin one of the requirements of the "paper portfolio" in your Spaghetti Bridge Project. Time was then also given to begin work on the Bridge WebQuest you already have. Day 1: After completing "The Mars Underground" and the answering of these questions about the way we currently will likely complete the trip to and back from the planet, we used this "Spaghetti Bridge Project" PP show so you knew about the parts, requirements, rubrics and due dates associated with this huge 80 point task that will span from next Tuesday all the way through March 9. |
| ↑NextGen: HS-PS2-1. Analyze data to support the claim Analyzing and Interpreting Data related to gravity and the ability of kinematic equations to describe motion ↑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..."): PS2.B: Types of Interactions - Newton’s law of universal gravitation and Coulomb’s law: ...provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) ...describe how forces at a distance are explained by fields (gravitational,electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) |
|
Cycle 14: Thu. 1/11 -Mon. 1/22 |
Days 5/6:
Today, we returned to Kepler's Laws by predicting
when and where Jupiter and Saturn would "line up" with this activity
before then more specifically addressing the big question of our unit,
"How can we get to Mars?", by beginning to view
just the
first 30 minutes of "The Mars Underground" while
answering these questions about the way we currently will likely
complete the trip to and back from the planet. Days 1-3: With MLK day this week, we paused Kepler's Laws on these days to observe the holiday with the viewing of "Hidden Figures" (and the answering of these questions on it) to honor the real Katherine Johnson, Mary Jackson and Dorothy Vaughn, the actual "Hidden Figures" of NASA. |
| ↑NextGen: HS-PS2-1. Analyze data to support the claim Analyzing and Interpreting Data related to gravity and the ability of kinematic equations to describe motion ↑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..."): PS2.B: Types of Interactions - Newton’s law of universal gravitation and Coulomb’s law: ...provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) ...describe how forces at a distance are explained by fields (gravitational,electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) |
|
Cycle 13: Wed. 1/3 -Wed. 1/10 |
Jupiter's Moons Activity AND
THE SLIDES NEEDED TO MAKE/RECORD GALILEO'S OBSERVATIONS! Day 5/6: Mr. S. went back over the "Kepler's Laws" Notes that weren't covered properly when he was out last week to set up the activity found at the end of those notes for correctly drawing the orbits of 9 combined planets and asteroids according to Kepler's 1st Law. Don't forget your Jupiter's moons activity is due tomorrow along with your "Kepler's Laws" MC sheet that you were given back to fix today. Day 3: Today we built on Kepler's Laws by replicating the work of Galileo who saw them in action first with his observations of Jupiter's moons with our performance of this activity. Day 2: Mr. S's absence today led to you using the notes link above and the Kepler's Laws video the sub showed to complete the previously-assigned "Kepler's Laws" MC sheet that you received Monday and that you must turn in by the end of this class. Day 1: After first completing our viewing "Can We Do This?" to answer these questions in order to better understand what objectives had to be achieved in space exploration before we got anywhere near the moon (or today, Mars!), we viewed this PP show on "Kepler's Laws" for note-taking purposes and so you would have the background info needed to answer the questions on this "Kepler's Laws" MC sheet that will be due by the end of class on Wednesday. |
| ↑NextGen: HS-PS2-1. Analyze data to support the claim Analyzing and Interpreting Data related to gravity and the ability of kinematic equations to describe motion ↑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..."): PS2.B: Types of Interactions - Newton’s law of universal gravitation and Coulomb’s law: ...provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) ...describe how forces at a distance are explained by fields (gravitational,electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) |
|
Cycle 12: Mon. 12/18 -Tue. 1/2 |
Day 5/6:
After first reviewing conversions between scientific notation and
standard notation as we head into our new "How can we get to Mars?" unit
which led to the assignment of one of
these review strips
for HW, we then watched
this "Powers of
10" video before
this "Question of Scale" matching sheet was also assigned for
classwork/HW. The remainder of the period was spent viewing "Can
We Do This?"
to answer these
questions in order to better understand what objectives had to
be achieved in space exploration before we got anywhere near the moon (or
today, Mars!).
The story and its Qs will be completed on Monday. Enjoy your holiday break!  Days 1-3: These were days (as expected) that we spent on our continued watching of "Apollo 13" while answering these questions. It wrapped up on Thursday's LB added day 3 which then led to this introduction to Time's recent Person of the Year, Greta Thunberg before the time left on Thursday and Friday was given for work on the Unit 1 Assessment Video Project that is now due Friday, 1/3! |
| ↑NextGen: HS-PS2-1. Analyze data to support the claim Analyzing and Interpreting Data related to gravity and the ability of kinematic equations to describe motion ↑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..."): PS2.B: Types of Interactions - Newton’s law of universal gravitation and Coulomb’s law: ...provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) ...describe how forces at a distance are explained by fields (gravitational,electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) |
|
Cycle 11: Fri. 12/8 -Fri. 12/15 |
Day 5/6:
After you were given the first 20
minutes of Monday's day 6 to complete the outline or work on the actual
presentation for your
Unit 1 Assessment Video Project,
the rest of the day and all of Tuesday were spent watching "Apollo 13,"
the story of the history's great "successful failure" in engineering,
while answering these questions. Day 3: With Mr. S's absence today, it was simply a day to work on the outline requirement of your Unit 1 Assessment Video Project that is due Monday when you walk in for your long day 6 class. DON'T FORGET the end product of the project is due on Friday, 12/20. Day 2: After first peer grading your Unit 1 Study Guide that was due today, we then got down to business with the taking of your Unit 1 Assessment. Afterward, this Unit 1 Assessment Video Project was distributed and discussed for classwork on Thursday and due on Friday, 12/20. Day 1: After Mr. S. checked to see you completed your Unit 1 Graph Review (because our F vs. t and V vs. t Concept Check didn't go well!) and class members shared their solutions to it on the board, you were given the chance to reassess your "Crumple Zone" CC because of the F vs. t and V vs. t difficulties it might have cleared up. The balance of the period was then used for you to complete your Unit 1 Study Guide to complete prep for your Unit 1 Assessment on WEDNESDAY when it is due (along with the assignment of its accompanying project)! |
| ↑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 10: Thu. 11/30 -Thu. 12/7 |
Day 5/6:
After Mr. S. checked to see you completed your
Conservation of Momentum Practice HW and we then had
volunteers share their solutions to it on the board, we moved on to
slide 247 in the
"Ethics" show to talk about how momentum conservation
applies to boxes and refrigerators falling out of the backs of trucks.
This led to the assignment of this
Conservation
#2 (Practice with a Fridge) worksheet that was due in class today.
This
Unit 1
Graph Review (because our F vs. t and V vs. t Concept Check
didn't go well!) was discussed in depth before being assigned
for HW due Monday. This Unit 1
Study Guide was also assigned but not due until Wednesday
as we prepare for the taking of
your Unit 1 Assessment on that very same WEDNESDAY (along with the assignment of its
accompanying project)! Day 3: We returned to learning new physics today with slide 217's start to an introduction to Conservation of Momentum from the "Ethics" show. It's notes and example problems led to this Conservation of Momentum Practice worksheet being assigned for HW, due when you walk in Friday for our day 6 class. Days 1-2: Today, you started and completed the viewing of and note-taking here on the "16 Days" video that told the story of the final mission of Space Shuttle Columbia and mission STS-107 and the scientific experiments it conducted. Remaining time in the class was used to finish up the Google Slides portion of your Egg Drop Project that is due the next day (Wed.). |
| ↑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 9: Mon. 11/20 -Wed. 11/29 |
Days 2-5/6:
With the guidance provided by
this Egg Drop Project presentation while paying attention to
this Egg
Drop Project rubric, these were
workdays on this project (where you remembered to bring in your
own materials on Friday!) with Tuesday's long day 6 serving as
our "Drop Day" so see how your vehicles protected your egg person during
the 3 assigned drops. Day 1: After we took the "What is a Crumple Zone?" Concept Check quiz on the impulse equation, you performed this "Reaction Time and Stopping Distance Activity" from slide 211 of our "Ethics" show to learn just how dangerous (especially at high speeds) following behind someone too closely in a car can be. Your Impulse & Momentum Practice WS was also collected today in order to peer grade it during our next 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 8: Wed. 11/8 -Fri. 11/17 |
Day 5/6:
A wrap-up discussion about our "Engineering a Car Bumper" activity
started off today's day 6 class starting with
slide 180 in the "Ethics" show before it then led to
these introductory notes on Impulse & Momentum before
this
Impulse & Momentum Practice WS was assigned for classwork/HW.
A "What is a Crumple Zone?" Summary Table wrapped up our work
over the past week in preparation for
tomorrow's day 1 Tuesday Concept Check quiz on impulse and momentum we
learned about with recent activities. Days 2-3: Today, we picked up with slide 169 in the "Ethics" show to discuss the nature of airbags and bumpers for passengers and cars, along with the V vs. T graphs they produce. You then became engineers that designed and tested 1) an "economy" bumper using only newspaper on Wed. before then 2) creating and testing a "top of the line" one using materials you brought from home (<<<your HW Wednesday night!) Wednesday was also the day your W.I. CER and its G.O. were collected! Day 1: After we completed our viewing of "Bombing Nazi Dams" and the answering of these questions on it, you were given the balance of the class period to complete your Egg Drop Project slides that are due Friday! |
| ↑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.] |