### Key Edit

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 - Fall 2016 Edit

**Aug 05 Class Introduction**

- GLE: PS.13
- Objective: I will 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, reviewing HW, and a Fire Drill.
- Whole-class instruction: What is Mr. Leeson's favorite "O" word? PROWL. Review "Materials list" from class policy.
- Teacher defines Physics – Compare/contrast with previous classes using FlipChart Vin Diagram. With student participation, teacher solves sample physics problem to show "What Physics looks like".

- Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
- AMD: on file in Lesson Plan Binder
- Closure: "When is this homework due?"

**Physics I HW: Physics Tools, Section A**

**Aug 08 Physics Tools: Scientific Method, Units**

- GLE: SI.1,3,5,7
- Objective: I will Define Science and Physics (I.A.) & Scientific Method (I.B.)
- P/A/T:

- AVC: I - “Physics Survival Checklist” Scientific Method, units, measuring, solve, convert, calculator use, ...
- Whole-group instruction: Define-> Physics(I.A.) in notes
- Review Classroom procedures including a Fire Drill.
- "O" is for Ownership. Teacher demos "wiki" and students create accounts so they can edit notes, suggest test questions, and submit projects and homework online... astronomy.wikia.com
- HPS - Cues and Questions: Scientific Method (I.B.) Students discuss steps and supply examples
- Review HW requirements and assign homework.

- Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
- AMD: on file in Lesson Plan Binder
- Closure: “How Old are you?” to force class to define “UNITS”. Examples of Units (I.D.) & Prefixes (I.E.) as a preview

**Physics I HW: Physics Tools, Section A**

**Aug 09 Physics Tools: Scientific Method (I.B.), Experimental Design (I.C.), Units (I.D.)**

- GLE: SI.1-3,5,7 PS.1
- Objective: I will Explain the steps of a Scientific Method and relate them to real world problems.
- P/A/T:

- Review HW - students explain A. Arithmetic practice problems
- Assign books
- HPS - 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
- HPS -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
- AMD: on file in Lesson Plan Binder
- Closure: Build a square meter and a cubic meter. What do we buy using these units?

**Physics I HW: a) Read Chapter 1-1 and 1-2. b) Physics Tools, section B**

**Aug 10 Pre-Test, Physics Tools: Units (I.D.)**

- GLE: SI.1-3,5,7 PS.1
- Objective: I will Use SI Prefixes and Units correctly for each situation
- P/A/T:

- Review HW - students explain B. Algebra practice problems (first 2 rows)
- Students take Diagnostic “Trufab” test to introduce major Physics topics
- Whole-group instruction: Teacher continues "Story of the Metric System" --> define standard, mass, volume, m, L, & g. Student input/participation is used to tell story

- AMD: on file in Lesson Plan Binder
- Closure: Build a square meter and a cubic meter. What do we buy using these units?

**Physics I HW: a) Read Chapter 1-1 and 1-2. b) Physics Tools, section D**

**Aug 11 Physics Tools: SI Units (I.D.), Affixes (I.E.), SigFig (I.F.)**

- GLE: SI.1-3,5,7 PS.1
- Objective: I will Use SI Prefixes and Units correctly for each situation
- P/A/T:

- Review HW - students explain B. Algebra practice problems (3rd and 4th rows)
- HPS - Cues and Questions: What will we be covering this semester? Using "The Chart" to study all major concepts in Physics.
- Whole-group instruction: Teacher continues "Story of the Metric System" --> define L, & g. Student input/participation is used to tell story. Review rules for Significant Figures.

- AMD: on file in Lesson Plan Binder
- Closure: Review for Test tomorrow

**Physics I HW: Redo Physics Tools, section D**

**Aug 17 Test and Measuring (I.G.)**

- GLE: PS.1-4, SI.1-3,5,7-10,12
- Objective: I will Measure and use Metric Units and Prefixes correctly
- P/A/T:

- Test 1A
- Review 1st page of test
- AVC: I - “Measuring”
- Whole-group instruction: teacher uses Target analogy to compare/contrast Precision and Accuracy (I.F.)
- Whole-troup instruction: "Measuring Issues"
- HPS - Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.

- Assessment: Teacher Formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Teacher gives Rules/Advice for Measuring Accurately (I.G.)

**Physics I HW: **

**Aug 18 I. Physics Tools G. Measuring**

- GLE: PS.1-3
- Objective: I will Use Physics Tools to Measure precisely and accurately
- P/A/T:

- Review Test and Homework
- Whole-group instruction: Review Measuring Rules/Advice
- HPS - 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
- AMD: on file in Lesson Plan Binder
- 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.**

**Aug 19 I. Physics Tools G. Measuring and Converting Units (I.H.)**

- GLE: PS.1-3
- Objective: I will Use Physics Tools to Measure precisely and accurately, and Convert Units from different measuring systems and within the same system
- P/A/T:

- AVC: I – Conversions ... student pairs talk after filling out AVC form to list conversions they can do.
- Whole-group instruction: Teacher leads class through simple conversions.
- Students teach: Students lead class through progressively difficult conversion problems

- AMD: on file in Lesson Plan Binder
- Closure: How does this relate to Scientific Notation and problem solving in general?

**Physics I HW: a) Read Chapter 1-3 b) Physics Tools, section H**

**Aug 22 Conversions**

- GLE: PS.1
- Objective: I will Convert Units from different measuring systems and within the same system
- P/A/T:

- HPS - Guided Practice - Conversion Factors (I.H.)... students solve problems on board - 3 minutes per set (english <-> metric)
- HPS - Ques and Questions – how many _____ are in a ________ ... (metric <-> metric)
- Whole-group instruction: Teacher leads class through sample conversion problems
- Students teach: Students lead class through progressively difficult conversion problems

- AMD: on file in Lesson Plan Binder
- Closure:

**Physics I HW: Physics Tools Section I.**

**Aug 23 Test 1b**

- GLE: PS.1-4, SI.1-3,5,7-10,12
- Objective: I will Use Metric Units and Prefixes correctly
- P/A/T:

- Review HW
- Test 1b
- Review 1st page of test
- Teacher introduces another type of conversion ... Scientific Notation.

- Assessment: Teacher Formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Play the "Galaxy Song" and explain HW

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

conversions

conversions

conversions

**Aug 29 Cart Lab**

- GLE: PS-H-E2/9-11, SI-H-A3/5
- Objective: I will Calculate the slope of Best-fit-lines to related Cart Lab graphs to Kinematics terms
- P/A/T:

- HPS - Guided Practice – Students practice drawing random lines (simulating Best-fit lines) and calculating their slopes ... relates slope to the velocity equation and motion terms
- Groups get cart lab data

- AMD: on file in Lesson Plan Binder
- Closure: So, what do you think the equation for velocity will be?

**Physics I HW: Finish Cart Lab Graph #2, and slope calculations.**

**Aug 30 II. Physics Tools ... Vectors**

- GLE: SI.6 PS.9,10,12,14
- Objective: I will Represent Physics Quantities accurately using Vectors
- P/A/T:

- Class Continues working through Cart Lab Directives. Review Cart Lab Graph HW.
- AVC: R Vectors
- Whole-group instruction: Teacher Continues demo/lecture on Vectors. Students complete Carnegie-style notes and draw examples on board and notes.
- HPS - Guided Practice – student pairs work Vector Problems
- Review HW problems in notes. Students should now be comfortable with "Problem solving Strategy" steps.

- AMD: on file in Lesson Plan Binder
- Closure: What could we use vectors to represent?

**Physics I HW: 1) Vector Worksheet & 2) Read 3-2**

**Aug 31 II. Physics Tools ... Vectors**

- GLE: SI.6 PS.9,10,12,14
- Objective: I will Represent Physics Quantities accurately using Vectors
- P/A/T:

- Class Continues working through Cart Lab Directives. Review Cart Lab Graph HW.
- AVC: R Vectors
- Whole-group instruction: Teacher Continues demo/lecture on Vectors. Students complete Carnegie-style notes and draw examples on board and notes.
- HPS - Guided Practice – student pairs work Vector Problems
- Review HW problems in notes. Students should now be comfortable with "Problem solving Strategy" steps.

- AMD: on file in Lesson Plan Binder
- Closure: What could we use vectors to represent?

**Physics I HW: 1) Vector Worksheet & 2) Read 3-2**

**Sep 01 Test**

- GLE: SI.5-7, PS.1-4, 9-14
- Objective: I will Use all basic Physics tools effectively to solve problems
- P/A/T:

- Test 1D
- HPS - Cooperative Groups – When done with test, students duplicate "Cart Lab #1" which will become "Cart Lab #2". Groups graph “Displacement vs. Time” without connecting the dots.

- Assessment: Teacher Formally grades test
- Closure: Review Page 1 of test

**Physics I HW: 1) work on Cart Lab #2 & 2) Solve for t, v_i, and v_f using acceleration equation. **

skills tests

**Sep 06 Kinematics terms and Best-fit lines**

- GLE: PS-H-E2/9-11, SI-H-A3/5
- Objective: I will Calculate the slope of Best-fit-lines to related Cart Lab graphs to Kinematics terms
- P/A/T:

- Review HW Graphs
- HPS - Guided Practice – Students practice drawing random lines (simulating Best-fit lines) and calculating their slopes ... relates slope to the velocity equation and motion terms
- Whole-group instruction: "So, how many BFLs will your group need to describe the motion of your cart?" Groups determine their unique number and that is the HW assignment. Relating statistics to the cart lab, teacher gives advice on how to get the best slope. What do they mean? Can we make an equation out of this?
- HPS - 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.
- Groups calculate the "Average Velocity" during time intervals by finding the slope between adjacent data points (do the first of 4 in class... the rest is homework).

- AMD: on file in Lesson Plan Binder
- Closure: So, what do you think the equation for velocity will be?

**Physics I HW: Finish Cart Lab Graph #2, and slope calculations.**

**Sep 07 Kinematics: Calculating and Graphing Velocity**

- GLE: PS-H-E2/9-11, SI-H-A3/5
- Objective: I will predict what motion will produce specific graphs.
- P/A/T:

- AVC:R - Best-fit-lines, velocity
- Sample problems for speed, velocity, ...
- Whole-group instruction: Teacher defines "acceleration" by leading a class discussion explaining the simulated car ride (student on a rolling chair holding water bottle.

- AMD: on file in Lesson Plan Binder
- 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: 1) Worksheet to review velocity and 2) Create new data for Cart Lab #3**

cart lab

**Sep 09 Kinematics Calculations, Slope, and Deriving Equations**

- GLE: SI-H-A2/4, SI-H-A3/5, SI-H-A4/7, PS-H-E2,9-11, SI-H-A4/7, PS.4, 9-13
- Objective: I will Explain the Relationship between Displ, Time & Velocity, I will Solve Kinematic Problems
- P/A/T:

- HPS - Guided Practice – student pairs solve Velocity and Acceleration Problems from Chapter 2-2 review (II.B.)
- Review Graphs from Cart Lab and Review Homework problems, having random students turn each of the 6 into a word problem, while another student writes on the ProBoard, solving with the class' help.
- Teacher Mastery Lecture: 1) Deriving equations and using them to solve problems. 2) Graphing Progression d->v->a-> --- See "Teaching Up" in teacher's edition, P54
- HPS - Cooperative groups – Student pairs work problems to review "Derived Equations"
- Whole-group instruction: Teacher leads review/discussion of Best fit lines and Ch1 & 2 terms for test.
- HPS - Problem-based instruction: groups begin drawing BFLs on Cart Lab #4, so they can calculate their slopes for HW.

- AMD: on file in Lesson Plan Binder
- Closure: Assign HW. "If you have been following along, comparing your work with your group, and skip putting the number 3 on the top of this graph will have a favor done for you tomorrow."

**Physics I HW: Cart Lab #3**

**Sep 12 IV. D. Derived Equations**

- GLE: SI.4,5,6,7
- Objective: I will Use Vectors to represent Physics Concepts and Solve Kinematic Problems
- P/A/T:

- Class Continues working through Cart Lab Directives. Review Cart Lab Graph HW.
- Review Mouse Trap Car Guidelines
- Student groups gather data as the class races "Mouse Trap Cars"
- Teacher distributes data to groups.
- Whole-group instruction: "What vectors can we use to help us understand the car's motion at different points during the race?" Teacher draws on Pro-board as class discusses/explains/brainstorms... defining Acceleration as well.
- Demo of how we Derive Equations

- AMD: on file in Lesson Plan Binder
- Closure: Review Chapter 1 "Physics Tools" for test.

**Physics I HW: 1) Read Section 3-1. and 2)begin "Car Race" analysis **

**Sep 13 Derived Equations, Graphing progression, review then begin Test**

- GLE: PS.4, 9-13
- Objective: I will Solve Kinematic Problems
- P/A/T:

- Test 2
- Early finishers work on Cart Lab Data to prepare for graph 3
- Whole group instruction – Class Reads/Discusses "Free Fall" (p60-62)

- Assessment: Teacher Formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Review 1st page of test and Mouse Trap Worksheets

**Physics I HW: Finish reworking Cart Lab data to get ready for graph 3**

**Sep 14 Projectiles – dropped**

- GLE: PS.4,9,12,13,18
- Objective: I will Analyze 2-D motion of Dropped objects using Vectors and Kinematic Equations
- P/A/T:

- Review HW graphs and trig concepts
- HPS - Problem-based instruction – Review Test... Students work problems 5,6,7 and explain details at board
- Whole-Group Instruction: Read and discuss “2-D Motion” (p98). Review notes on Dropped Objects and Equations from Chapter 2
- HPS - Problem-based instruction – Students compose and solve problems involving Dropped Objects – vf? D? t? ... similar to homework

- AMD: on file in Lesson Plan Binder
- 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?**

test

test

**Sep 19 Projectiles – up down**

- GLE: SI.5, 7, PS.1-5, 9-14, 18
- Objective: I will Analyze motion of objects Launched Vertically, using Vectors and Kinematic Equations
- P/A/T:

- Review HW "Dropped Objects" problems. Students write work on board and explain.
- Play the clap game to help understand acceleration due to gravity, for objects thrown up or down.
- HPS - 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)
- HPS - Non-linguistic representations – Graphing Projectiles (still III.F.): Review old graphing notes, add "graphing progression" for projectiles launched up and down.
- Student reviews procedure for copying cart lab data into a spreadsheet, so students can calculate slopes between individual points.

- AMD: on file in Lesson Plan Binder
- Closure: Introduce "Independence of Motion" in "Thrown Strait Out" examples

**Physics I HW: 1) Prepare data for cart lab #3. 2) Problem – a rock is thrown up with a velocity of 50m/s. How long does it take to get to -15m? -15m/s?**

**Sep 20 Projectiles – out**

- GLE: PS.18
- Objective: I will Analyze motion of objects Launched Horizontally, using Vectors and Kinematic Equations
- P/A/T:

- Review HW "Launched Objects" problems. Students write work on board and explain.
- HPS - 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 x and y motion are independent
- HPS - 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

- AMD: on file in Lesson Plan Binder
- 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 , and what are its velocities after 4.5s?**

test and "up down"

test and "out"

**Sep 26 Trig and Vectors**

- GLE: PS.5, PS.14
- Objective: I will Resolve Vectors into Components
- P/A/T:

- Students finish test
- HPS - Problem-based instruction – Review Test... Students work problems 1,2,3,4 and explain details at board
- Teacher Mastery Lecture (with student help and demos): Trig functions demystified. Review the terms "Resultant" and "Component Vectors". Students help create and work Examples in notes of 2-D vector problems. Review using Flash animation created by teacher
- AVC:R - Motion Terms
- Review for test tomorrow

- AMD: on file in Lesson Plan Binder
- Closure: Introduce Ramp and Football Kick Problems

**Physics I HW: Cart Lab 3**

**Sep 27 Projectiles – other directions**

- GLE: PS.18
- Objective: I will Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
- P/A/T:

- HPS - Cooperative groups – Class works problems that are part of a parabola ("other" angle launch) and graph results using a spreadsheet
- Review “Projectile Motion of objects thrown horizontally” (III.D.)
- AVC: R – “Independence of Motion”
- HPS - 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

- AMD: on file in Lesson Plan Binder
- Closure: “Now, do you believe me?” ... Independence of Motion review

**Physics I HW: Problem – a rock is thrown up at an angle of 44o, with a velocity of 70m/s. Where is it after 4.5s?**

**Sep 28 Projectiles – other directions**

- GLE: PS.18
- Objective: I will Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
- P/A/T:

- HPS - Cooperative groups – Class works problems that are part of a parabola ("other" angle launch) and graph results using a spreadsheet
- Review “Projectile Motion of objects thrown horizontally” (III.D.)
- AVC: R – “Independence of Motion”
- HPS - 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

- AMD: on file in Lesson Plan Binder
- Closure: “Now, do you believe me?” ... Independence of Motion review

**Physics I HW: Problem – a rock is thrown up at an angle of 44o, with a velocity of 70m/s. Where is it after 4.5s?**

**Sep 29 Test and Cart Lab**

- GLE: SI.5-7, PS.1-5, 9-14, 18
- Objective: I will Analyze motion of launched objects, using Vectors and Kinematic Equations
- P/A/T:

- Test 3b
- Early finishers help file papers. Class looks at Metric Conversions from Test 3A to determine HW assignment.

- Assessment: Teacher Formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Review test

**Physics I HW: **

**Sep 30 Review and Test**

- GLE: PS.14
- Objective: I will Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
- P/A/T:

- Review HW - Students give Notebooks to teacher so data can be typed into spreadsheet and shown as a graph.
- Test 3a
- Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
- Review – Dropped, Up/down, Horizontal, other, component vectors

- AMD: on file in Lesson Plan Binder
- Closure: Help me clean out my attic? Extra points for the first one to hit the garbage can!!!

**Physics I HW:**

**Oct 03 Rockets**

- GLE: PS, 12, 13, 14, SI.15
- Objective: I will Analyze motion of launched objects, using Vectors and Kinematic Equations
- P/A/T:

- HPS - Project-based instruction: Fire each student's Rocket while collecting data
- Copy Data collected onto student worksheets for completion
- Review Test Problems - student pairs help with substitutions

- Assessment: Grade Worksheets of problems related to each student's rocket, to determine height and velocities
- AMD: on file in Lesson Plan Binder
- Closure: Review Worksheet Requirements. Review the Graphing Progression and begin Cart Lab #5

**Physics I HW: Rocket Worksheets**

**Oct 04 Review and Test**

- GLE: PS.14
- P/A/T:

- Review HW - Students give Notebooks to teacher so data can be typed into spreadsheet and shown as a graph.
- Test 3a
- Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
- Review – Dropped, Up/down, Horizontal, other, component vectors

- AMD: on file in Lesson Plan Binder
- Closure: Help me clean out my attic? Extra points for the first one to hit the garbage can!!!

**Physics I HW:**

**Oct 05 Rockets and Review**

- GLE: PS.14
- P/A/T:

- Review HW - Students give Notebooks to teacher so data can be typed into spreadsheet and shown as a graph.
- Test 3a
- Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
- Review – Dropped, Up/down, Horizontal, other, component vectors

- AMD: on file in Lesson Plan Binder
- Closure: Help me clean out my attic? Extra points for the first one to hit the garbage can!!!

**Physics I HW:**

cart lab

cart lab and tests

trajectory problems

review

test

test

trajectory problems

**Oct 17 VI. Newton's 2nd Law and Forces**

- GLE: SI13,14, PS.6,14
- Objective: I will Define Force terms in order to Explain the relationship between Force, mass, and motion
- P/A/T:

- 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.)
- Test 3b

- AMD: on file in Lesson Plan Binder
- Closure: (IV.C.) There is no such thing as Contact forces...

**Physics I HW: Read 4.1 and 4.2**

**Oct 18 Mass, Acceleration and Force**

- GLE: SI.7, 11
- Objective: I will 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
- Whole Group Instruction: Teacher introduction to equation for 2nd Law (F=ma) into notes, derive Unit.

- AMD: on file in Lesson Plan Binder
- Closure: What is slope? rise divided by run. What is the opposite of rise divided by run? rise times run. So that is the opposite of slope? area

**Physics I HW: Solve for F, m, and a in these 3 versions of the Force equation, showing all steps.**

**Oct 19 F=ma**

- GLE: SI.7, 11
- Objective: I will solve problems involving Force, mass and acceleration
- P/A/T:

- Test 3b
- Class Reads 4-3 to Define Force (as per Newton's 2nd Law) p136-138 (IV.E.)
- Students create Example Problems using Pro-board, and students "vote" on specific steps for review, as class copies problems into notes.
- HPS - Guided Practice: Practice problems 4b
- HPS - Problem-based instruction: Class, divided into 2 groups Calculate Weight and mass based on measured m & W. Then students explain the 2 Force related problems.

- AMD: on file in Lesson Plan Binder
- Closure: What is the opposite of slope? Area

**Physics I HW: Paragraph 1 of Forces Essay.**

**Oct 20 Force and Weight**

- GLE: SI.5, 7
- Objective: I will Describe acceleration in terms of mass and Force to be able to predict motion changes
- P/A/T:

- Test 3b
- HPS - Cooperative groups: Groups make list of examples that exemplify Newton's 3 laws of motion and present to class.
- Whole group instruction – Mass vs. Weight discussion ... “Let's take a trip in our rocket ship”.
- HPS - Cooperative groups: Cart Lab groups decorate/finalize/select graphs to go on wall and create Graph #5 (acceleration/mass).

- AMD: on file in Lesson Plan Binder
- 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 2 of Forces Essay.**

Oct 21 Guest speaker. More than half the class out.

**Oct 24 Newton's 3rd Law**

- GLE: SI.5, 7
- Objective: I will Define mass, weight, normal and friction in order to use the concepts correctly in problems
- P/A/T:

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

- AMD: on file in Lesson Plan Binder
- Closure: Which equations do you have to KNOW at this point?

**Physics I HW: Paragraph 4 of Forces Essay**

**Oct 25 Friction**

- GLE: SI.4, 6, 9, PS.13
- Objective: I will Measure Friction Force and Normal Force to calculate Coefficients of Friction
- P/A/T:

- HPS - 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.

- AMD: on file in Lesson Plan Binder
- Closure: Once we find the Coefficient of Friction, will it change?

**Physics I HW: Hero Project Phase 1A**

**Oct 26 Friction**

- GLE: SI.4, 6, 9, PS.13
- Objective: I will Use Coefficients of Friction to Predict Friction Forces
- P/A/T:

- Review Force Diagrams
- HPS - Cooperative groups: Individuals find F components (random angles), pairs with same angle discuss/help, class discusses results.
- 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.
- HPS - Problem-based instruction: Lab to use coefficient of Friction

- Assessment: Teacher formally grades labs
- AMD: on file in Lesson Plan Binder
- Closure: Would changing the surface area have affected the outcome of the lab?

**Physics I HW: **

review

more than half of class out. review

**Oct 31 Review**

- GLE: PS.4-7,12-14
- Objective: I will Apply Newton's Laws to Dynamics Problems
- P/A/T:

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

- AMD: on file in Lesson Plan Binder
- Closure: Put cart lab data and graphs on wall

**Physics I HW: **

**Nov 01 Test**

- GLE: PS.4-7,12-14
- Objective: I will 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
- AMD: on file in Lesson Plan Binder
- Closure: Who works? What is work?

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

**Nov 02 Momentum**

- GLE: PS.19, 21, 22, 24
- Objective: I will Solve Problems that involve Momentum
- P/A/T:

- Whole-group instruction: Class reads/discusses "Momentum and Impulse" to define terms, units, equations, and "Conservation of Momentum" (elastic)
- HPS - Problem-based instruction: Class works sample problems which typify Conservation of Momentum

- Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
- AMD: on file in Lesson Plan Binder
- Closure: Q & A about Egg Drop Worksheet “ConTest”. Review for test

**Physics I HW: **

**Nov 03 Work and Energy**

- GLE: PS.19, 20
- Objective: I will 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
- HPS - Cooperative groups – groups derive equation for “Work at Other Angles” based on component vectors

- AMD: on file in Lesson Plan Binder
- Closure: Give rules for doing homework and remind when it is due.

**Physics I HW: Hero Project, Phase 1B**

**Nov 04 IX. E. Power**

- GLE: PS.19, 22
- Objective: I will 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
- HPS - Problem-based instruction – Students climb steps to get data for the Power Lab

- Assessment: Teacher formally grades lab.
- AMD: on file in Lesson Plan Binder
- Closure: Introduction Paragraph to essay.

**Physics I HW: Problems from Book P. #.**

election

election

sub NOTHING DONE

review

**Nov 11 EGG DROP ... Test**

- GLE: PS.19, 20
- Objective: I will Solve Work and Energy problems
- P/A/T:

- Review Work and Energy - Students work and explain problems on board
- HPS - Cooperative groups – groups drop egg vehicles to collect data.

- AMD: on file in Lesson Plan Binder
- Closure: Give rules for doing homework and remind when it is due.

**Physics I HW: Egg drop worksheets**

**Nov 14 Momentum**

- GLE: PS.19, 21, 22, 24
- Objective: I will Solve Problems that involve Momentum
- P/A/T:

- Whole-group instruction: Class reads/discusses "Momentum and Impulse" to define terms, units, equations, and "Conservation of Momentum" (elastic)
- HPS - Problem-based instruction: Class works sample problems which typify Conservation of Momentum

- Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
- AMD: on file in Lesson Plan Binder
- Closure: Q & A about Egg Drop Worksheet “ConTest”. Review for test

**Physics I HW: **

**Nov 15 Conservation of Momentum**

- GLE: PS.19, 21-24
- Objective: I will 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”
- HPS - Problem-based instruction – Students predict results before collisions occur, and vote using active expressions. Then the winning hypothesis is tested.
- Demonstrate Conservation of Angular Momentum with a spinning student in an Office Chair

- AMD: on file in Lesson Plan Binder
- Closure: We will only have 1 more test before we start electricity ... fluid mechanics and the egg drop

**Physics I HW: **

**Nov 16 Electromagnetism**

- GLE: PS.29, 31
- Objective: I will Explore Magnetic Fields and explain Charge through examples
- P/A/T:

- HPS -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?" Students add list to notes.
- Whole-group instruction: Teacher defines Charge, and students discuss examples from their experiences. Ch17

- Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
- AMD: on file in Lesson Plan Binder
- Closure: Why does the generator do that?

**Physics I HW: **

**Nov 17 XXXII. Electrostatics and XXXIII. Potential Difference and Capacitance**

- GLE: PS.29, 31
- Objective: I will Explain the Connections between Potential Difference, Current & Resistance
- P/A/T:

- Whole-group instruction: Class reads and discusses "Current" (p681) Ch34
- HPS - Play: Teacher guides Students through demonstrating the Van de Graff generator. Why does it do that?
- Whole-group instruction: Teacher reviews Fluid Mechanics and Magnet terms to make connections between electricity and the fluid analogy. Teacher and class reads and discusses "Resistance" (p700). At this point, students should have defined: V, I, R. Demo Resistance Lab - Students help teacher demo multimeter with wires of different resistance. Students create chart of resistance trends. Show Resistors on PC boards... pass them around the class. Teacher defines Capacitance, gives uses and shows capacitors on PC boards.

- AMD: on file in Lesson Plan Binder
- Closure: Review 3 concepts, their variables, and their units

**Physics I HW: (P698) 33, 34, 35**

**Nov 18 AC/DC**

- GLE: PS.30, 31
- Objective: I will Define AC and DC, and trace the historical threads of their use
- P/A/T:

- Review HW problems.
- HPS - Problem-based instruction: Students solve V=IR problems on smart board and in notes. Students make up archetype problems.
- Whole-group instruction - Teacher adds to the "Water Analogy for Electricity" for both AC and DC, as students add diagrams to their notes.

- AMD: on file in Lesson Plan Binder
- Closure: Review V, I, R, P definitions and equations by showing data on transformers and listing them on board.

**Physics I HW: (P698) 37, 61, **

**Nov 28 Combining Equations**

- GLE: PS.31, SI.5, 7
- Objective: I will Analyze Problems that involve V, I, R, P
- P/A/T:

- Review HW Problems
- Use game on Smart Board to review C, V, I, R, P - variables, units, and equations.
- HPS - Problem-based instruction: Power (p708) problems P=IV
- HPS - Cooperative groups: Students Combine equations V=IR & P=IV ... on the board (teams of 2).

- AMD: on file in Lesson Plan Binder
- Closure: How many equations do you need to have in your head at this point?

**Physics I HW: **

**Nov 29 Test**

- GLE: PS.29-31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Test on Chapters 36, 32, 33, 34
- Review Test

- Assessment: Teacher Formally grades Test
- AMD: on file in Lesson Plan Binder
- 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%) X 3**

**Nov 30 Circuit Diagrams**

- GLE: PS-H-G2/30 & 31
- Objective: I will Draw and Interpret circuit diagrams
- P/A/T:

- Review Test
- Teacher Explains: A. Symbols for Circuit Diagrams and B. Circuit Diagrams (schematics)
- Whole-group instruction: Discussion and notes .. XXXV. C. Series Circuits

- AMD: on file in Lesson Plan Binder
- 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 830 Ohms, (5%) X 3**

**Dec 01 Series and Parallel Circuit Fragments**

- GLE: PS-H-G2/30 & 31
- Objective: I will Apply Circuit Concepts to Real Examples of Series Circuit Fragments
- P/A/T:

- Teacher Defines: Series and Parallel Circuits – relate to water analogy. "These are the resistors you can buy: 10, 47, 100, 470, ..."
- Whole-group instruction: Discussion and notes .. XX. C. Series Circuits
- HPS - Problem-based instruction - students solve Series Circuits problems
- Review student HW solutions that they drew on the board at the beginning of class.
- Lab to measure resistance of Series Resistors, using Digital Multi-meters.

- AMD: on file in Lesson Plan Binder
- Closure: Examples of why we may need resistors of a specific value?

**Physics I HW: Make me a Resistor: Find 3 different ways to build a 190 Ohm resistor, with 1% tolerance**

**Dec 02 Parallel Circuit Fragments**

- GLE: PS-H-G2/30 & 31
- Objective: I will 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.
- HPS - Problem-based instruction – <span style="background-color: :#HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit.
- Whole-group instruction: Discussion and notes .. XX. C. Parallel Circuits

- AMD: on file in Lesson Plan Binder
- 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**

**Dec 05 Series and Parallel Circuit Fragments**

- GLE: PS-H-G2/30 & 31
- Objective: I will Apply Circuit Concepts to Real Examples of Series Circuit Fragments
- P/A/T:

- Teacher Defines: Series and Parallel Circuits – relate to water analogy. "These are the resistors you can buy: 10, 47, 100, 470, ..."
- Whole-group instruction: Discussion and notes .. XX. C. Series Circuits
- HPS - Problem-based instruction - students solve Series Circuits problems
- Review student HW solutions that they drew on the board at the beginning of class.
- Lab to measure resistance of Series Resistors, using Digital Multi-meters.

- AMD: on file in Lesson Plan Binder
- Closure: Examples of why we may need resistors of a specific value?

**Physics I HW: Make me a Resistor: Find 3 different ways to build a 190 Ohm resistor, with 1% tolerance**

**Dec 06 Tesla**

- GLE: SI.6, 8, 10, 12-14, 16
- Objective: I will summarize Tesla's contributions to, and conflicts with, the world
- P/A/T:

- HPS: Carnegie notes - Students Watch
__Tesla__Documentary and complete Carnegie-style notes. - Students give short presentations concerning the "Hero Project".
- Quiz

- HPS: Carnegie notes - Students Watch

- Assessment: Teacher Formally grades Lab.
- AMD: on file in Lesson Plan Binder
- Closure: Pick up worksheets. Review Tesla accomplishments. Be sure you're done with Chapter 21 work by next class.

**Physics I HW: Solve 1000 problems based on this simple circuit...**

**Dec 07 Parallel Circuit Fragments**

- GLE: PS-H-G2/30 & 31
- Objective: I will 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.
- HPS - Problem-based instruction – <span style="background-color: :#HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit.
- Whole-group instruction: Discussion and notes .. XX. C. Parallel Circuits

- AMD: on file in Lesson Plan Binder
- 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**

unexpected guest speaker

**Dec 09 Mixed Circuits**

- GLE: PS-H-G2/30 & 31
- Objective: I will 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.
- Lab - "Parallel Resistors"
- 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. Demonstrate parallel and series bulbs functioning with a 9V battery. Teacher demonstrates with student help, while having students explain and ask/answer questions.
- HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit

- AMD: on file in Lesson Plan Binder
- 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, then Solve 1000 problems based on this simple circuit.**

**Dec 12 Review of Mixed Circuits**

- GLE: PS-H-G2/30 & 31
- Objective: I will 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. Demonstrate parallel and series bulbs functioning with a 9V battery. Teacher demonstrates with student help, while having students explain and ask/answer questions.
- HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit. Review diagrams and use of meters.

- AMD: on file in Lesson Plan Binder
- Closure: Student groups complete Chart w parallel and series info/equations

**Physics I HW: Solve 1000 problems based on this simple circuit...**

**Dec 13 Test**

- GLE: PS-H-G2/30 & 31
- Objective: I will 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
- AMD: on file in Lesson Plan Binder
- Closure: Using the water analogy, what happens if we put a resistor and a capacitor in series?

**Physics I HW: Read Chapter 22**

**Dec 14 AC and Induction**

- GLE: PS-H-G2/30 & 31
- Objective: I will Define Induction and Create uses for its Physical Characteristics
- P/A/T:

- HPS - 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

- AMD: on file in Lesson Plan Binder
- Closure: Review events for the last week of the semester, and final project requirements.

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

**Dec 15 Semiconductors and Post Test Review**

- GLE: PS-H-G2/30 & 31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Review for Post test
- Class reads/discusses Semi-Conductor Doping (ch 24) p872 , n-Type and p-Type Semi-conductors
- Class Demonstrates “Conducting Holes”
- HPS - 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

- Assessment: Teacher formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Q&A regarding final project and post test

**Physics I HW: **

**Dec 16 Post-Test and Grade Final Projects**

- GLE: PS-H-G2/30 & 31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Review Test
- HPS - 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: You cannot leave here with the wiring Diagram. I will grade that tonight.

**Physics I HW: **

**Dec 19 Grade Final Projects**

- GLE: PS-H-G2/30 & 31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Review Test
- HPS - 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: You cannot leave here with the wiring Diagram. I will grade that tonight.

**Physics I HW: **

**Dec 20 Grade Final Projects**

- GLE: PS-H-G2/30 & 31
- Objective: I will Apply Circuit Concepts to Real Examples of Mixed Circuits
- P/A/T:

- HPS - 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: How do birds sit on high voltage wires and live?

**Physics I HW: **

**Dec 15 AC and Induction**

- GLE: PS-H-G2/30 & 31
- Objective: I will Define Induction and Create uses for its Physical Characteristics
- P/A/T:

- HPS - 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

- AMD: on file in Lesson Plan Binder
- Closure: Review events for the last week of the semester, and final project requirements.

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

**May 07 Transformers**

- GLE: PS-H-G2/30 & 31
- Objective: I will Define Induction and Create uses for its Physical Characteristics
- P/A/T:

- AVC: R – Review V, I, R, and P
- Class reads/discusses Mutual Inductance p814 w demonstration
- Teacher Defines Transformer, with equation, diagram and illustration
- Class brainstorms possible uses of Transformers. Why can't Transformers work in a DC circuit?
- HPS - Problem-based instruction – Student groups solve Problems for Transformers and Diagrams in notes

- AMD: on file in Lesson Plan Binder
- Closure: Truth about the electric Company - How do we really get electricity? "Books are Due!"

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

**Apr 30 Transformers**

- GLE: PS-H-G2/30 & 31
- Objective: I will Define Induction and Create uses for its Physical Characteristics
- P/A/T:

- AVC: R – Review V, I, R, and P
- Class reads/discusses Mutual Inductance p814 w demonstration
- Teacher Defines Transformer, with equation, diagram and illustration
- Class brainstorms possible uses of Transformers. Why can't Transformers work in a DC circuit?
- HPS - Problem-based instruction – Student groups solve Problems for Transformers and Diagrams in notes

- AMD: on file in Lesson Plan Binder
- Closure: Truth about the electric Company - How do we really get electricity? "Books are Due!"

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

**Apr 29 AC and Induction**

- GLE: PS-H-G2/30 & 31
- Objective: I will Define Induction and Create uses for its Physical Characteristics
- P/A/T:

- HPS - 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

- AMD: on file in Lesson Plan Binder
- Closure: Review events for the last week of the semester, and final project requirements.

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

**May 02 Test **

- GLE: PS-H-G2/30 & 31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Students take the Transformer Test, while teacher grades specific parts of each student's project, in their presence.

- Assessment: Teacher Formally grades Test
- Closure: Put projects "here".

**Physics I HW: **

**Oct 31 Test**

- GLE: PS.4-7,12-14
- Objective: I will Conservation Laws to Dynamics Problems
- P/A/T:

- Review Concepts and facts that must be known
- Test on Chapters 5 & 6, Energy, Power, and Momentum
- Review first page of test

- Assessment: Teacher Formally grades test
- AMD: on file in Lesson Plan Binder
- Closure: Q&A about Egg Drop Project

**Physics I HW:**

**Nov 05 Circular Motion**

- GLE: PS.15,16
- Objective: I will define terms to Relate Circular Motion terms and Equations to playground Equipment
- P/A/T:

- Review Egg drop results
- Whole-group instruction: review Rotation Notes
- HPS -Problem-based instruction - Lab to calculate Centripetal Force

- AMD: on file in Lesson Plan Binder
- Closure: What must be balancing the Centripetal Force when we spin the weight?

**Physics I HW: **

**Nov 06 Election**

**Nov 13 Circular Motion and simple machines**

- GLE: PS.15,16
- Objective: I will define terms to Relate Circular Motion terms and Equations to everyday objects
- P/A/T:

- Review QUIZ
- Whole-group instruction: review Rotation Notes
- HPS -Problem-based instruction - Lab to calculate mechanical advantage of several simple machines.

- AMD: on file in Lesson Plan Binder
- Closure: Where is the equilibrium in these situations?

**Physics I HW: **

**Nov 14 Fluid Mechanics**

- GLE: PS.15-17
- Objective: I will Use Fluid Mechanics Concepts to explain Buoyancy
- P/A/T:

- Whole-group instruction: Discussion to define Temperature and 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
- HPS - Problem-based instruction:Demonstrate the Boyle's and Charles' Laws, so that class can explain fluid behavior

- AMD: on file in Lesson Plan Binder
- 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: **

**Nov 15 Fluid Mechanics**

- GLE: PS.15-17
- Objective: I will Use Fluid Mechanics Concepts to explain Pressure, etc.
- P/A/T:

- Whole-group instruction: Discussion to define fluid concepts.
- HPS - Problem-based instruction:Demonstrate the Cartesian Diver, so that class can explain it's behavior (pressure and buoyancy)

- AMD: on file in Lesson Plan Binder
- Closure: Review Final Project requirements

**Physics I HW: **

**Nov 16 Fluid Mechanics and Quiz**

- GLE: PS.15-17
- Objective: I will Use Fluid Mechanics Concepts to explain Buoyancy
- P/A/T:

- Whole-group instruction: students explain how Cartesian diver demonstrates multiple fluid mechanics concepts. Teacher walks class through discussion/demo of what happens as boat in pool has bricks moved from place-to-place.
- Test on Circular motion, Simple machines, and Fluid Mechanics.

- Assessment: Teacher formally grades test.
- AMD: on file in Lesson Plan Binder
- Closure: "Monday we shift gears drastically..."

**Physics I HW: **

**Feb 01 I. Physics Tools L. Graphing **

- GLE: SI.4,5,7
- Objective: I will collect experimental data to be used in Graphs
- P/A/T:

- Whole-group instruction: Review Cart lab steps as groups prepare Cart Lab folders
- Lab: Groups get Cart Lab Data using laptop and probes
- HPS - Cooperative Groups – Student groups 1)Analyze data and eliminate anomalous points, 2)Discuss issues like orientation and scale, 3)start Cart Lab #1 (displacement and time)
- Student-led discussion: Solve for d and t using the equation v=d/t. Students solve sample problems at the Pro.Board.
- Teacher demonstrates several online resources for Physics help.

- AMD: on file in Lesson Plan Binder
- Closure: Review Cart Lab Directives and Physics Graphing Expectations. Q & A concerns about first major project ... Mouse Trap Car Race.

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

Cart Lab

**May 14**
monday cleanup and circular motion intro

**May 15**
tues circular motion

centripetal force lab

**May 16**
wed stuffed envelopes

pendulum lab

**May 17**
thurs tesla coil and stellar evolution documentary

**May 18**
fri review

**May 21**
Test

**Dec 19 Transformers and Review**

- GLE: PS-H-G2/30 & 31
- Objective: I will Solve Problems that involve V, I, R, P
- P/A/T:

- Review Quiz
- Demonstrate Tesla coil
- HPS - Problem-based instruction – Student groups solve Problems for Transformers and Diagrams in notes

- AMD: on file in Lesson Plan Binder
- Closure: Review all terms and Equations related to Electricity for test

**Physics I HW: Final Projects Due on the day we get back.**