Physics 3rd MP Tasks

All 3rd MP Physics Tasks
↓The most recent objectives, plans & tasks we performed are near the top!↓

Cycle of Class	Plans, Tasks & Links
Cycle 22: Thu. 4/4 - Fri. 4/12	Days 5-6: #1 - After first asking you to make a decision on how Mr. S. might need to modify today's story with the included Google Form, this class became a break from physics and instead a celebration of today's 2nd successful launch of humans into space by SpaceX to get us one step closer to an eventual trip by humans to Mars. We observed it by viewing the story "That's All There Is", the story of how Apollo 12 sent 3 best friends to the moon in November of 1969. THERE WERE NO QUESTIONS TO ANSWER FOR THIS EPISODE which meant....... #2 - ...that this period could also instead be used as time for late MP3 work to be completed (DUE BY 11:59 PM SUNDAY) while Mr. S. served as a resource for help with it via email, chat window or private comment! Check Genesis here for details on what you still owe: https://parents.chclc.org/genesis/parents?gohome=true Days 2-3: #1 - Today was part 2 of our exploration of "Projectile Motion at an Angle" with the included "PhET Angled Projectile Motion" Lab (15 POINTS) to further connect varying projectile motion types to the way in which they can start an object off toward achieving orbit and reaching space. *** DON'T MISS IT HAS SEPARATE "RANGE AND ANGLE" & "RANGE AND Vi" PARTS AS TABS AT THE BOTTOM!!! #2 - The ample remaining time was yours to make a comeback in the 3rd MP with only FOUR DAYS remaining before the ABSOLUTE Sunday, 4/25 11:59pm deadline for late 3rd MP work! Day 1: #1 - In order to connect our recent introduction to projectile motion to a journey to Mars, Mr. S's demonstration of "Newton's Cannon" and today's "Notes - Projectile Motion at an Angle" Pear Deck (10 POINTS) would lead you to understanding just how a spacecraft can carry humans into orbit or how it can go even faster in order to escape orbit and the pull of Earth's gravity entirely. #2 - The remaining time was yours to make a comeback in the 3rd MP with only 6 DAYS remaining before the Sunday, 4/25 11:59pm deadline for late 3rd MP work!
↑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 and use kinematic equations to describe and predict the effects of gravitational forces (like resulting projectile motion). (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 21: Mon. 3/25 -Wed. 4/3	Day 5/6: It was time to fly to the bottom of the world to learn about the ice loss happening in Antarctica that has reason to alarm us even more than what James Balog photographed happening in Greenland, Iceland and Alaska. The story of its observable melting (and the denier strategies used to distort it) is so important that today's "Our Rising Oceans Qs" form is a 15 POINT MAJOR ASSESSMENT that you can complete as many times as you wish until our day 5 class on Thursday!!! AS USUAL, WATCH AND LISTEN FOR MR. S's VIDEO PAUSING AND AUDIBLE CUES THAT YOU JUST SAW/HEARD SOMETHING IMPORTANT AS WE WATCH THE MINI-DOCUMENTARY! Day 3: Onto the "Fire" and "Earth" elements we went today, to complete the last 2 forces that are today being influenced by a 5th human element. Today's 2 forms on "Fire" and "Earth" were worth 10 points each and DUE BY YOUR NEXT CLASS. Day 2: Today, we followed the lead of the ancient Greeks by thinking of the physical world as made up of 4 basic elements and we used them to further guide our exploration of the effects of coal, oil, and natural gas use that go far beyond the warming their carbon dioxide product is causing. Today's 2 forms on "Water" and "Air" were worth 10 points each and DUE BY YOUR NEXT CLASS. Day 1: There were 3 parts to today: 1) First, we collectively read the included article to learn how NJ and CH have dropped the ball on climate change and energy solution education promises it made to you in 2020 and that Mr. S. would use our current energy unit as a way to remedy those broken promises. 2) Then we got into actual climate science as Mr. S. presented the first 10 slides of his "Intro to the Science of Climate Change" along with the video "The World is Sinking" while you completed the accompanying form here named "Climate Change Intro & "The World is Sinking" Qs FOR 10 POINTS. ("The World is Sinking" video is linked in the form if you need to watch it.) 3) To finish the day, in groups of 2, you completed a 25 POINT "Climate Graph-Quote Matching" activity. (If you were absent, see Mr. S. for the quotes and graphs during an LB period.)
↑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 and use kinematic equations to describe and predict the effects of gravitational forces (like resulting projectile motion). (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 20 & Testing: Fri. 3/8 -Fri. 3/22	Days 3-4: Wednesday was the day you performed part C of this Projectile Motion Lab where you calculated the v_x of your specific launcher by measuring the d_y and d_x it produced when you fired it. Mr. S. then changed the height of your launcher for part B to fire it from a new d_y, allowing you to calculate a predicted d_x for part B. Then Thursday was the dramatic day that saw you shoot your metal spheres to see how close they got to your predicted d_x to earn your group a grade according to the Projectile Motion Lab rubric. Day 1 & Testing day 5s/6s: With our bridge-breaking behind us, we first held a wrap up discussion about what we learned and your impressions of how the day went and how it might be improved. Mr. S. then also continued his rant about the reluctance of women to stick with science or engineering (after seeing so many bridges made by female students be among the best!) on this day after "International Women's Day" by once again remembering the now late, great Katherine Johnson and also introducing you to roboticist Cynthia Breazeal. With the remaining time, you were able to check your bridge project paper portfolios and also complete the "Evaluation of Failure" part of it THAT IS DUE TODAY!
↑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 and use kinematic equations to describe and predict the effects of gravitational forces (like resulting projectile motion). (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 19: Thu. 2/29 -Thu. 3/7	Day 5/6: Mr. S. showed you how he could lift up either of 2 rice-filled bottles using a single chopstick! In preparation for explaining how he did it in groups and a Gallery Walk on Friday, you used this "Picking Up a Bottle of Rice" prep sheet while viewing the "Phone Book Friction" Myth Busters episode to help you understand how he pulled it off to be ready to help your group explain it on our day 5/6! Day 3: You were immediately notified upon walking in that you were about to take a Projectile Motion Concept Check and you were given 10 minutes to prep for it before you actually took it. Day 2: we finally moved onto Part B of this Projectile Motion Lab where we evaluated the accuracy of your calculated and predicted d_x values when your launcher shot the yellow ball from a different d_y. Your grade on the lab came from a rubric on final slide of the Lab! Day 1: This day 1 was the day you performed part A of this Projectile Motion Lab where you calculated the v_x of your specific launcher by measuring the d_y and d_x it produced when you fired it. Mr. S. then told you where you would move your launcher to for part B to fire it from a new d_y, allowing you to calculate a predicted d_x for part B as HW.
↑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 and use kinematic equations to describe and predict the effects of gravitational forces (like resulting projectile motion). (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 18: Tue. 2/20 -Wed. 2/28	Day 5/6: Today, we took it nice and slow to master our recent motion problems by hashing out the solution details of requested VAT problems you thought were the most difficult before then doing the same with X, Y and V_x projectile motion problems. This then led to the taking of the previously-announced VAT and Proj. Motion Concept Check. The remaining time during this long day 6 was used by bridge builders to work on any part of their paper or electronic portfolios since bridges are due Wednesday the 4th to be tested on Friday the 6th (unless you are partners with someone outside of class). Day 3: This was a "work day" where Mr. S. first give you a stern reminder that your bridges are due Wednesday of next week and then gave you more time for the VAT and Projectile Motion work below you were assigned yesterday. Those still owing him a "Timing is Everything" Google Slides presentation could also complete that. Keep in mind a VAT and Proj. Motion Concept Check will take place on Thursday's day 6 after we go over and peer grade said VAT and PM work! Day 2: After Mr. S introduced the usefulness of his "Quick and Easy Guide to Projectile Motion," you were given these 4 sheets - finding x, finding y, finding v_x and a combination worksheet - to complete in class and at home if necessary. For HW, you then received 4 VAT problems that had been made by classmates (see Mr. S for these or have a classmate grab them). Day 1: After you were given the first half of class to finish being the creators of your own VAT problems on these 4 sheets, Mr. S. confirmed that you correctly determined yesterday that X and Y motion of objects flying through the air is independent and gravity has NO effect on the horizontal motion of objects. This allowed him to given you an example projectile motion problem for your notes where we list knowns and unknowns in separate columns before using our old friend XAT and our new friend XVT. We will continue to explore these types of problems on Monday when we meet again.
↑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 17: Fri. 2/9 -Fri. 2/16	Day 5/6: This day started with our viewing of OK Go's awesome video "Upside Down and Inside Out" video in order to explain how gravity seemed to be turned on and off in it on the first part of this "Gravity and Projectile Motion Intro" worksheet for the day. After that we watched a series of videos and animations to determine whether X and Y motion or dependent on or independent of each other and whether gravity affects the horizontal motion of objects as you needed to decide and explain on the 2nd half of today's worksheet. After that, you became creators of your own VAT problems on these 4 sheets which will be due 20 minutes into tomorrow's day 1 class. Day 3: After you took your previously-announced Concept Check on XAT, Free Fall and Weight, you took TWO sheets from each of these FOUR piles of VAT problems - finding a, finding t, finding x with a v_i and finding x without a v_f to complete them and turn them into the sub by the end of the period. Remaining time was used by all to complete the "Free Fall - Timing is Everything" activity that we started yesterday. Day 2: After the announcement that you will take a Concept Check on what the XAT equation and our activities and discussions about free fall have taught you when you walk in tomorrow, we met our new friend VAT with this presentation and this accompanying notes sheet. Then, a discussion (and notes) followed about how air resistance DOES affect low mass objects more than large mass objects BUT when minimized, mass does NOT matter for an object's resulting acceleration due to gravity! We then started to consider how we could drop 3-4 different objects from different heights AT THE SAME TIME that would also HIT THE FLOOR AT THE SAME TIME as required by this "Free Fall - Timing is Everything" activity. The dropping trials, white board modeling and production of a Google Slide presentation required by this activity used up the rest of this LB added day. Day 1: As a follow up to our Ag activity on Friday, we first watched a couple videos that allowed us to see -9.8 m/s² actually happen in a huge vacuum chamber and then how a hammer and feather CAN actually fall at the same rate. After demos by Mr. S with a flat paper, a crumpled paper and a book, we then took notes on what weight (or Fg) really is and how we can use its definition to calculate various quantities. For HW due Wednesday, this Weight Practice worksheet was then assigned.
↑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 16: Thu. 2/1 -Thu. 2/8	Day 5/6: After discussing how your XAT sheets from the last 2 days had to be in no later than Monday, today became a fun day to challenge the accepted -9.8 m/s² acceleration due to gravity by determining it ourselves using XAT through this "Finding Ag Activity", a coin, your phones as stopwatches, some twine, a tape measure and the E/F "crooked" breezeway. Days 2-3: Mr. S's absence on these 2 days first led to the assignment of 2 sheets from each of these 4 piles of XAT problems - finding a, finding t, finding x with a v_i and finding x without a v_i. The remaining time during these 2 days became time you could use to work on any part of your bridge portfolio or project as you also finally got the chance to sign-up your team of 1 or 2. Day 1: Today, we returned to new physics concepts by first performing this "Jumping Activity" and the modeling it required. This led to our first introduction to Kinematics and the mathematical relationship that exists between x, v_i, a and t, a relationship we will from now on call "XAT." When we meet next on Tuesday, we will put it into practice.
↑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)