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Key Edit

In the Titles:

  1. Roman Numerals refer to Chapter Numbers.
  2. Letters refer to Sections within a Chapter.

In the GLE's:

  1. PS means Physical Science
  2. SI means Science as Inquiry
  3. ESS means Earth and Space Science



Physics I - Spring 2010 Edit

Jan 04 Class Introduction

  • GLE: PS.13
  • Objective: TLW Define Physics
  • P/A/T:
  1. Teacher takes Role as students pass out and fill out Info Sheets
  2. Whole-class instruction: Teacher reads/explains Class Policy
  3. Classroom procedures: seating assignments, turning in work, and reviewing HW
  4. Whole-class instruction: What is Mr. Leeson's favorite "O" word?
  5. AVC: I – Go over “Phyisics Survival Checklist”
  6. Teacher defines Physics – Compare/contrast with previous classes
  • Assessment: Teacher Formally grades Quiz
  • AMD: on file in Lesson Plan Binder
  • Closure: "When is this homework due?"

Physics I HW: Review Worksheet, Section J


Jan 05 Physics Tools: Scientific Method, Units

  • GLE: SI.1,3,5,7
  • Objective: TLW Define Physics (I.A.) & Scientific Method (I.B.)
  • P/A/T:
  1. Review HW - students explain J. Algebra practice problems
  2. Students take Diagnostic “Trufab” test to introduce major Physics topics
  3. AVC: R - “Physics Survival Checklist” Scientific Method, units, measuring, solve, convert, calculator use, ...
  4. Whole-group instruction: Define-> Physics(I.A.) in notes
  5. Review Classroom procedures
  6. "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
  • 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:


Jan 06 Physics Tools: SI Units (I.D.) and Affixes (I.E.)

  • GLE: SI.1-3,5,7 PS.1
  • Objective: TLW Use SI Prefixes and Units correctly for each situation
  • P/A/T:
  1. Assign books
  2. HPS - Cues and Questions: Scientific Method (I.B.) Students discuss steps and supply examples
  3. Whole-group instruction: Experimental Design Terms (I.C.) - Teacher defines, class discusses examples
  4. HPS -Generating and Testing Hypotheses – Class creates complex example using Scientific Method
  5. 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) Review Worksheet, section D


review algebra


Jan 08 Physics Tools: Converting Units (I.F. & I.G.)

  • GLE: PS.1
  • Objective: TLW Convert Units from different measuring systems and within the same system
  • P/A/T:
  1. Review Class Procedures for HW
  2. Review HW
  3. HPS - Cues and Questions: Using "The Chart" to study all major concepts in Physics
  4. AVC: I – SI Units ... student pairs talk after filling out AVC form to list other units and match them with their concepts
  5. Whole-group instruction: Teacher leads class through reciting metric prefix values, and simple conversions.
  6. Students teach: Students lead class through progressively difficult conversion problems
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: How does this relate to Scientific Notation?

Physics I HW: a) Read Chapter 1-3 b) Review Worksheet, section F


Jan 11 Conversions

  • GLE: PS.1
  • Objective: TLW Convert Units from different measuring systems and within the same system
  • P/A/T:
  1. HPS - Guided Practice - Conversion Factors (I.F.)... students solve problems on board - 3 minutes per set (english <-> metric)
  2. HPS - Ques and Questions – how many _____ are in a ________ ... (metric <-> metric)
  3. Whole-group instruction: Teacher leads class through sample conversion problems
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: How does this relate to Scientific Notation and problem solving in general?

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


Jan 12 Physics Tools: Scientific Notation (I.H.), Significant Digits (I.I.)

  • GLE: PS.1-3
  • Objective: TLW Provide answers to problems that make sense in the real world (as opposed to a specific math class)
  • P/A/T:
  1. Review HW students explain conversion possibilities
  2. HPS - Guided Practice – Metric Conversions (I.G.)... students solve problems on board every 3 minutes
  3. Whole-group instruction: Scientific Notation (I.H.)... problems on board and guided practice. Students should be able to convert in both directions (SciNot <-> Decimal)
  4. HPS - Guided Practice - Scientific Notation on Calculators – Students solve problems with calculators
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Play the "Galaxy Song" and explain HW

Jan 13 Test

  • GLE: PS.1-4, SI.1-3,5,7-10,12
  • Objective: TLW Use Metric Units and Prefixes correctly
  • P/A/T:
  1. Test 1A
  2. Review 1st page of test
  3. HPS - Ques and Questions: What advice can you give to someone who will work word problems every day? (I.J.)
  • Assessment: Teacher Formally grades test
  • AMD: on file in Lesson Plan Binder
  • Closure: Teacher gives Rules/Advice for Measuring Accurately (I.K.)

Physics I HW: Measure your ____________________ lab


Jan 14 I. Physics Tools K. Measuring

  • GLE: PS.1-3
  • Objective: TLW Use Physics Tools to Measure precisely and accurately
  • P/A/T:
  1. Review Test
  2. Whole-group instruction: teacher uses Target analogy to compare/contrast Precision and Accuracy (I.I.)
  3. Review terms from Chapter 1 for Test
  4. Whole-group instruction: Review Measuring Rules/Advice
  5. 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: Measure your ______________ lab


Jan 19 I. Physics Tools K. Measuring

  • GLE: PS.1-3
  • Objective: TLW Use Physics Tools to Measure precisely and accurately
  • P/A/T:
  1. Metrics Quiz
  2. Class Lists Rules for Significant Digits (I.I.) and teacher simplifies
  3. Whole-group instruction: Review Measuring Rules/Advice
  4. 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.


Jan 20 I. Physics Tools K. Measuring

  • GLE: PS.1-3
  • Objective: TLW Use Physics Tools to Measure and Convert precisely and accurately
  • P/A/T:
  1. Review Measuring Issues and HW
  2. HPS - Guided Practice – Student pairs finish Measuring Practice
  3. HPS - Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.
  4. Measuring Lab - student groups rotate through 8 stations measuring angles, temperature, liquid volume, mass, and weight - accurately and with the right precision
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: How precise can you be with this measuring device... this one... this one?

Physics I HW: Design a lab for analyzing the motion of a rolling cart


Jan 21 Test

  • GLE: PS.1-4, SI.1-3,5,7-10,12
  • Objective: TLW Measure and use Metric Units and Prefixes correctly
  • P/A/T:
  1. Test 1B
  2. Review 1st page of test
  3. HPS - Ques and Questions: Connect "Problem Solving" (I.J.) to "Scientific Method" (I.B.) How are they similar?
  • Assessment: Teacher Formally grades test
  • AMD: on file in Lesson Plan Binder
  • Closure: Teacher gives Rules/Advice for Measuring Accurately (I.K.)

Physics I HW:


Jan 22 I. Physics Tools K. Measuring

  • GLE: PS.1-3
  • Objective: TLW Use Physics Tools to Measure and Convert precisely and accurately
  • P/A/T:
  1. Review Measuring Issues and HW
  2. HPS - Guided Practice – Student pairs finish Measuring Practice
  3. HPS - Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.
  4. Measuring Lab - student groups rotate through 8 stations measuring angles, temperature, liquid volume, mass, and weight - accurately and with the right precision
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: How precise can you be with this measuring device... this one... this one?

Physics I HW: Design a lab for analyzing the motion of a rolling cart


Jan 25 I. Physics Tools K. Measuring

  • GLE: PS.1-3
  • Objective: TLW Use Physics Tools to Measure and Convert precisely and accurately
  • P/A/T:
  1. Review Measuring Issues and HW
  2. HPS - Guided Practice – Student pairs finish Measuring Practice
  3. HPS - Cooperative groups - Scales – student groups answer key questions about their assigned measuring device.
  4. Measuring Lab - student groups rotate through 8 stations measuring angles, temperature, liquid volume, mass, and weight - accurately and with the right precision
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: How precise can you be with this measuring device... this one... this one?

Physics I HW: Design a lab for analyzing the motion of a rolling cart


Jan 26 I. Physics Tools L. Graphing

  • GLE: PS.1-3
  • Objective: TLW Design a lab to analyze motion of a cart that involves graphing
  • P/A/T:
  1. Measuring Quiz
  2. Whole-group instruction: Graphing Expectations in Physics
  3. Review the slope equation
  4. HPS - Cooperative groups - 6 groups review HW and list specific aspects of their work for the class ... independent variable, dependent variable, other variables, hypothesis, etc.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Groups prepare Cart Lab folders. Teacher describes method of collecting data.

Physics I HW: Review Worksheet: L. Slope


Jan 27 I. Physics Tools M. Graphing Relationships

  • GLE: SI.4,5,7 PS.1,2,9,11
  • Objective: TLW define Displ, Time & velocity so as to Explain the Relationships between them
  • P/A/T:
  1. Review HW - students work and explain problems
  2. Whole-group instruction: relate Relationships, their graphs and their Equations (I.M.)
  3. Show/Discuss Graphs of "Relationships" done by OpenOffice using equations supplied by students for each of the 3 types of relationships.
  4. Whole-group instruction: Best-fit-lines
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Assign first project ... due date is ...

Physics I HW: Finish reading Chapter 1


Jan 28 I. Physics Tools L. Graphing

  • GLE: SI.4,5,7
  • Objective: TLW collect experimental data to be used in Graphs
  • P/A/T:
  1. Whole-group instruction: Review Cart lab steps as groups prepare Cart Lab folders
  2. Lab: Groups get Cart Lab Data using laptop and probes
  3. 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)
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Review Cart Lab Directives and Physics Graphing Expectations

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


Jan 29 Review

  • GLE: SI.4,5,7
  • Objective: TLW collect experimental data to be used in Graphs
  • P/A/T:
  1. Whole-group instruction: Review Cart lab steps
  2. 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)
  3. Review for Test Monday
  • Assessment: Teacher Formally grades test
  • AMD: on file in Lesson Plan Binder
  • Closure: Q & A concerns about first major project ... Mouse Trap Car Race.

Physics I HW: 1) Cart Lab #1 & 2) Read Chapter 1


Feb 01 Test

  • GLE: SI.4,5,7
  • Objective: TLW solve problems using Physics Tools
  • P/A/T:
  1. Whole-group instruction: Review Graphs from Cart Lab. Students skim Cart lab directive as teacher reviews Cart lab steps.
  2. Test Chapter 1 ... terms, measuring, conversions, graphing
  • Assessment: Teacher Formally grades test
  • AMD: on file in Lesson Plan Binder
  • Closure: Review 1st page of test

Physics I HW: Read 3-1


Feb 02 I. Physics Tools N. Vectors

  • GLE: SI.6 PS.9,10
  • Objective: TLW Represent Physics Quantities accurately using Vectors
  • P/A/T:
  1. Review Test
  2. AVC: I Vectors
  3. Whole-group instruction: Teacher Intro to Vectors. Students complete Carnegie-style notes and draw examples on board and notes.
  4. HPS - Guided Practice – student pairs work Vector Problems
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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 & 1) Cart Lab #2


Feb 03 Review

  • GLE: PS.9-11 SI.4-7
  • Objective: TLW Use all basic Physics tools effectively
  • P/A/T:
  1. Review HW Vectors
  2. HPS - Guided Practice ... student pairs work Vector problems
  3. AVC:R - Vectors
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Review Chapter 1 "Physics Tools" for test

Physics I HW:


Feb 04 Test

  • GLE: PS-H-A1/1-4, SI-K-A3/5
  • Objective: TLW Use all basic Physics tools effectively to solve problems
  • P/A/T:
  1. Test 1B
  2. When done with test, students duplicate "Cart Lab 1", and copy and define Motion terms
  3. 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) begin Cart Lab #2 & 2) Define Chapter 2 Motion terms


Feb 05 Kinematics terms and Best-fit lines

  • GLE: PS-H-E2/9-11, SI-H-A3/5
  • Objective: TLW draw Best-fit-lines to "see" trends in graphs
  • P/A/T:
  1. Review Test

interview for psychology


Superbowl Holiday - 50% absent. not good.


Feb 09 Kinematics terms and Best-fit lines

  • GLE: PS-H-E2/9-11, SI-H-A3/5
  • Objective: TLW draw Best-fit-lines to "see" trends in graphs
  • P/A/T:
  1. Student-led discussion: Define Motion terms. (i.e. review HW)
  2. 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
  3. 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.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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.


Feb 10 Kinematics: Velocity

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

Short Schedule

  1. Review HW Graphs
  2. Whole-group instruction: Review BFL's - relating statistics to the cart lab. Advice on how to get the best slope. What do they mean? Can we make an equation out of this?
  3. 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).
  4. HPS - Guided Practice – student pairs solve Velocity Problems from Chapter 2-2 review (II.B.)
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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: Create new data for Cart Lab #3


Groups work on cart lab


Feb 12 Kinematics Calculations and Slope

  • GLE: SI-H-A2/4, SI-H-A3/5, SI-H-A4/7, PS-H-E2,9-11, SI-H-A4/7
  • Objective: TLW Explain the Relationship between Displ, Time & Velocity
  • P/A/T:
  1. Whole-group Instruction: Teacher-led discussion relating the slope equation to the velocity equation (review problems from yesterday)
  2. HPS - Visualization – Students use PASPort Equipment To see/feel motion
  3. 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.
  4. AVC:I - Best-fit-lines, velocity
  • AMD: on file in Lesson Plan Binder
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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: 1) Worksheet to review velocity and 2) Cart Lab #3


Feb 18 Kinematics: Acceleration

  • GLE: PS-H-E2/9-11&13, SI-K-A3/5, SI-H-A4/7
  • Objective: TLW Explain the Relationship between Displ, Time & Velocity
  • P/A/T:

race again...

  1. Review HW
  2. HPS - Guided Practice – 2A (p44) to review velocity equation
  3. Students "Create the Acceleration Equation" by looking at the slope on a "velocity vs time" graph. Groups Solve for v1, v2 or t for the class.
  4. Whole-group instruction: Students solve problems (with help from teacher and class) related to Average Acceleration
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: What is the slope of a Displ/Time graph? What if it was velocity/time? Is there such a thing as an acceleration/time graph?

Physics I HW: Acceleration Practice worksheet Some students have to begin Cart Lab #4.


Feb 22 Deriving Equations

  • GLE: PS.4, 9-13
  • Objective: TLW Solve Kinematic Problems
  • P/A/T:
  1. Review Graphs from Cart Lab
  2. Teacher Mastery Lecture: Graphing Progression d->v->a-> --- See "Teaching Up" in teacher's edition, P54
  3. HPS - Cooperative groups – Student pairs work problems to review "Derived Equations"
  4. Whole-group instruction: Teacher leads review/discussion of Best fit lines and Ch1 & 2 terms for test.
  5. HPS - Problem-based instruction: groups begin drawing BFLs on Cart Lab #4, so they can calculate their slopes for HW.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Can you solve for any variable in these two equations?

Physics I HW: 1) Graph 4 Vel/Time with Best Fit Line(s) and 2) Mouse Trap Worksheet


Feb 23 Test

  • GLE: PS.4, 9-13
  • Objective: TLW Solve Kinematic Problems
  • P/A/T:
  1. Test 2
  2. Early finishers work on Cart Lab Graphs
  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:



Feb 25 Trig and Vectors

  • GLE: PS.5, PS.14
  • Objective: TLW Resolve Vectors into Components
  • P/A/T:
  1. HPS - Problem-based instruction – Review Test... Students work problems 1,2,3,4 and explain details at board
  2. 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.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Introduce Ramp and Football Kick Problems

Physics I HW: Cart Lab 4


Feb 26 Projectiles – dropped

  • GLE: PS.4,9,12,13,18
  • Objective: TLW Analyze 2-D motion of Dropped objects using Vectors and Kinematic Equations
  • P/A/T:
  1. Review HW graphs and trig concepts
  2. HPS - Problem-based instruction – Review Test... Students work problems 5,6,7 and explain details at board
  3. Whole-Group Instruction: Read and discuss “2-D Motion” (p98). Review notes on Dropped Objects and Equations from Chapter 2
  4. HPS - Problem-based instruction – Students compose and solve problems involving Dropped Objects – vf? D? t? ... similar to homework
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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?


Mar 01 Projectiles – up down

  • GLE: SI.5, 7, PS.1-5, 9-14, 18
  • Objective: TLW Analyze motion of objects Launched Vertically, using Vectors and Kinematic Equations
  • P/A/T:
  1. Review HW "Dropped Objects" problems. Students write work on board and explain.
  2. Play the clap game to help understand acceleration due to gravity, for objects thrown up or down.
  3. 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)
  4. HPS - Non-linguistic representations – Graphing Projectiles (still III.F.): Review old graphing notes, add "graphing progression" for projectiles launched up and down.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Introduce "Independence of Motion" in "Thrown Strait Out" examples

Physics I HW: Problem – a rock is thrown up with a velocity of 50m/s. How long does it take to get to -15m? -15m/s?


Mar 02 Projectiles – out

  • GLE: PS.18
  • Objective: TLW Analyze motion of objects Launched Horizontally, using Vectors and Kinematic Equations
  • P/A/T:
  1. Review HW "Launched Objects" problems. Students write work on board and explain.
  2. HPS - Non-linguistic representations – Demonstrate "Independence of Motion" using Green Marble Apparatus
  3. Review "Projectile Motion of objects thrown up or down" (III.C.) using the "clap game"
  4. AVC: I – "Independence of Motion" to convince students that x and y motion are independent
  5. 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
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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?


Mar 03 Projectiles – other directions

  • GLE: PS.18
  • Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
  • P/A/T:
  1. Review HW "Launched Objects" problems. Students write work on board and explain.
  2. Review “Projectile Motion of objects thrown horizontally” (III.D.)
  3. AVC: R – “Independence of Motion”
  4. 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
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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?


Mar 04 Review & Test

  • GLE: PS.14
  • Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and K. Equations
  • P/A/T:
  1. Review HW
  2. Test 3a
  3. Teacher-led discussion: Hints/tips for working projectile problems ... tie in component vectors
  4. Review – Dropped, Up/down, Horizontal, other, component vectors
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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: (P102) #1, Practice 3D


Mar 05 Projectiles – other directions

  • GLE: PS.5, 14, 18
  • Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and Equations
  • P/A/T:
  1. HPS - Cooperative groups – Class works problems that are part of a parabola ("other" angle launch) and graph results together
  2. Review Test Problems - student pairs help with substitutions
  3. Whole-group instruction: “Objects Launched at other angles” ... randomly selected students create and solve problems on the board, then copy them into notes
  4. Groups create new chart of data, to begin Cart Lab #5, based on info from Cart Lab #4.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: What is your Vertical axis on this fifth graph?

Physics I HW: (P104) #2, Practice 3E,


review test

  1. Review Test Problems - student pairs help with substitutions

intro "Other" angles


Mar 08 Projectiles – other directions

  • GLE: PS.5, 14, 18
  • Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and Equations
  • P/A/T:
  1. HPS - Cooperative groups – Class works problems that are part of a parabola ("other" angle launch) and graph results together
  2. Whole-group instruction: “Objects Launched at other angles” ... randomly selected students create and solve problems on the board, then copy them into notes
  3. Groups create new chart of data, to begin Cart Lab #5, based on info from Cart Lab #4.
  • 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 Rocket project

Physics I HW: ((P104) #2, Practice 3E) Where is obj after ___s?


Mar 09 Projectiles – other directions

  • GLE: PS.5, 14, 18
  • Objective: TLW Analyze motion of objects Launched at “other” angles, using Vectors and Equations
  • P/A/T:
  1. Whole-group instruction:
    1. Review the transition of problems as they have gotten more difficult – Dropped, Up/down, Horizontal
    2. Read P102-4 and discuss sample problem
  2. HPS - Problem-based instruction
    1. Student pairs practice working Projectile Motion Problems
    2. Teacher sets up homework problem
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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!!! Q&A about Rocket project

Physics I HW: Problem: Throw things from the Leeson attic


Mar 10 ULL Engineering Day Check HW on the bus


Mar 11 Review

  • GLE: PS.5, 14, 18
  • Objective: TLW Demonstrate the Independence of components in projectile motion and predict the position at a given time
  • P/A/T:
  1. Review HW: Students work multi-part projectile problems. "Help me clean out my attic? Extra points for the first one to hit the garbage can!!!"
  2. HPS - Problem-based instruction - Students each work a related problem with an assigned angle to determine "Optimum angles and velocities of projectiles."
  3. Whole-group instruction - Review Trig, Component Vectors, and Independence of Motion
  4. Students start watching October Sky - Answer worksheet during movie. Due at end of movie. Students do not take it home.
  • 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 Rocket project

Physics I HW:


Mar 12 October Sky

  • GLE: PS.5, 14, 18
  • Objective: Relate specific events in October Sky to projectile motion topics
  • P/A/T:
  1. Students Watch October Sky
  2. Answer worksheet during. Due at end of movie.
  3. HPS - Cooperative groups: Groups modify/combine equations they know create a new equation to determine the height of a rocket flight based on flight-time. Groups present solutions to the class
  • 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 Rocket Project

Physics I HW:


Mar 15 Test

  • GLE: SI.5-7, PS.1-5, 9-14, 18
  • Objective: TLW Analyze motion of launched objects, using Vectors and Kinematic Equations
  • P/A/T:
  1. Test 3b
  2. 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: Copy "Metric Prefixes" chart for each conversion you missed on the last test.


Mar 16 October Sky

  • GLE: PS.5, 14, 18
  • Objective: Relate specific events in October Sky to projectile motion topics
  • P/A/T:
  1. Test 3b Early Finishers modify/combine equations they know create a new equation to determine the height of a rocket flight based on flight-time. Groups present solutions to the class
  2. Students Watch October Sky
  3. Answer worksheet during. Due at end of movie.
  • 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 Rocket Project

Physics I HW:


Mar 17 October Sky

  • GLE: PS.5, 14, 18
  • Objective: Relate specific events in October Sky to projectile motion topics
  • P/A/T:
  1. Test 3b Early Finishers modify/combine equations they know create a new equation to determine the height of a rocket flight based on flight-time. Groups present solutions to the class
  2. Students Watch October Sky
  3. Answer worksheet during. Due at end of movie.
  • 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 Rocket Project

Physics I HW:


Mar 18 and Mar 19 Short Schedules all week Test 3b October Sky Finished Friday


Mar 22 Rockets

  • GLE: PS, 12, 13, 14, SI.15
  • Objective: TLW Analyze motion of launched objects, using Vectors and Kinematic Equations
  • P/A/T:
  1. HPS - Project-based instruction: Fire each student's Rocket 2 times, while collecting data
  2. Copy Data collected onto student worksheets for completion
  3. Student presentation - "What equation could you use to calculate height based on ...?"
  • Assessment: Grade Worksheets of problems related to each student's rocket, to determine height and velocities
  • 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


Mar 23 Testing No Class


Mar 24 IV. Forces

  • GLE: PS.14, 6
  • Objective: TLW Define Force terms in order to Explain the relationship between Force, mass, and motion
  • P/A/T:
  1. Review Rocket worksheets
  2. Class Reads 4-1 to Define Force, Net Force, and Equilibrium (IV.A.)
  3. Whole-group instruction - List and define the 4 forces of the Universe (IV.B.) and Contact/Field Forces (IV.C.)
  4. HYS: Cooperative groups: Groups analyze cart lab to date, and create 3rd version of data, so they can begin "Cart Lab #5"
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: (IV.C.) There is no such thing as Contact forces...

Physics I HW: Graph Cart Lab #5


Mar 25 Inertia, Mass, Acceleration and Force

  • GLE: SI.7, 11
  • Objective: TLW Identify which of Newton's Laws explain specific situations
  • P/A/T:
  1. Class Reads 4-2 to Define Inertia and List Newton's Laws of Motion (IV.D.)
  2. Whole Group Instruction – Simplified version of Newton's Laws
  3. Groups finish Cart Lab #5, and begin #6.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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: Paragraph 1 of Forces Essay


Mar 26 F=ma

  • GLE: SI.7, 11
  • Objective: TLW solve problems involving Force, mass and acceleration
  • P/A/T:
  1. Class Reads 4-3 to Define Force (as per Newton's 2nd Law) p136-138 (IV.E.)
  2. Whole Group Instruction: Teacher introduction to equation for 2nd Law (F=ma) into notes, derive Unit.
  3. Students create Example Problems on board, for notes.
  4. HPS - Guided Practice: Practice problems 4b
  5. 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.
  • 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 rocket project

Physics I HW: Write a paragraph describing what happened to your Rocket's velocity as time went by. THEN fix the 2 graphs from the Rocket Followup Worksheet. THEN do part B on the worksheet. AND Paragraph 2 of Forces Essay.


Apr 06 Force and Weight

  • GLE: SI.5, 7
  • Objective: TLW Describe acceleration in terms of mass and Force to be able to predict motion changes
  • P/A/T:
  1. HPS - Project-based instruction: Fire each student's Rocket 2 times, while collecting data
  2. HPS - Cooperative groups: Groups make list of examples that exemplify Newton's 3 laws of motion and present to class.
  3. Whole group instruction – Mass vs. Weight discussion ... “Let's take a trip in our rocket ship”.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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 3 of Forces Essay.


Apr 07 Forces and Weight

  • GLE: PS.7
  • Objective: TLW Explain the difference between mass & weight so as to calculate one based on the other
  • P/A/T:
  1. Review HW
  2. AVC:R Review Netwon's Laws of Motion
  3. AVC:I Newton's Law of Universal Gravitation
  4. Whole group instruction – Teacher explains Newton's Law of Universal Gravitation, while students solve sample problem.
  5. HPS - Guided Practice – student pairs solve Force related problems
  6. Class demonstrates/simulates “Force Table” using Spring scales
  7. Whole group instruction – Teacher explains Friction Problems, while students solve sample problems in notes.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Review mass and weight equation/problems from notes

Physics I HW: Paragraph 4 of Forces Essay


Apr 08 Test

  • GLE: SI.5, 7, PS.2-5, 7, 12-14
  • Objective: TLW explain Newton's Laws of Motion through Examples and Solve "Force" problems.
  • P/A/T:
  1. Test Chapter 4 ... Forces, Newton's Laws of Motion
  • Assessment: Teacher Formally grades test
  • AMD: on file in Lesson Plan Binder
  • Closure: Review 1st page of test

Physics I HW:


Apr 09 Electromagnetism

  • GLE: PS.29, 31
  • Objective: TLW Explore Magnetic Fields and explain Charge through examples
  • P/A/T:
  1. Review Test
  2. HPS -Play – Magnetism Overview – Student demonstrations to show poles and field lines
  3. Whole-group instruction: Review Chapter 21 Permanent vs. Electro-magnets. Why does Earth (thus Lodestones) have Magnetic Poles? Explain/demo the Right-Hand Rule.
  4. Brainstorming - "What can we do with Magnets?"
  5. 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:


Apr 12

  • Testing

Apr 13 XVIII. Potential Difference and Capacitance

  • GLE: PS.29, 31
  • Objective: TLW Explain the Connections between Potential Difference, Current & Resistance
  • P/A/T:
  1. Whole-group instruction – Current (p694) Ch19
  2. HPS - Play: Demonstrate Van de Graff generator Why does it do that?
  3. Review Fluid Mechanics and Magnet terms
  4. Whole-group instruction: 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.
  5. Whole-group instruction: Teacher defines Capacitance, gives uses and shows capacitors on PC boards.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Review 3 concepts, their variables, and their units

Physics I HW: (P703) Practice 19B, 2,3,4


Apr 14

  • Testing

Apr 15 AC/DC

  • GLE: PS.30, 31
  • Objective: TLW Define AC and DC, and trace the historical threads of their use
  • P/A/T:
  1. Review HW problems.
  2. HPS - Problem-based instruction: V=IR problems on board and in notes. Students make up archetype problems
  3. Whole-group instruction - Water Analogy for Electricity for both AC and DC
  4. Review V, I, R, P definitions and equations by showing data on transformers and listing them on board
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: What do you think VIR PIV is leading us up to?

Physics I HW: (P710) Practice 19C, 2,3,4


Apr 16 Combining Equations

  • GLE: PS.31, SI.5, 7
  • Objective: TLW Analyze Problems that involve V, I, R, P
  • P/A/T:
  1. Review HW Problems
  2. HPS - Problem-based instruction: Power (p708) problems P=IV
  3. Student teams create new equations by combining the 2 existing equations V=IR & P=IV.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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:


Apr 19 Review

  • GLE: PS.29-31
  • Objective: TLW Analyze Problems that involve V, I, R, P
  • P/A/T:
  1. HPS - Problem-based instruction: Chapter Review problems P=IV
  2. HPS - Cooperative groups: Students Combine equations V=IR & P=IV ... on the board (teams of 2).
  3. Teacher Demo using Christmas-tree lights and Ohm meter to show how resistance increases as resistors are added in series. Teacher introduces Frequency to explain why lights and chargers work the way they do, with no flicker.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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:


Apr 20 Test

  • GLE: PS.29-31
  • Objective: TLW Solve Problems that involve V, I, R, P
  • P/A/T:
  1. Test on Chapters 21, 17, 18, & 19
  2. Review Test
  3. Teacher Defines: Series and Parallel Circuits – relate to water analogy. "These are the resistors you can buy: 10, 47, 100, 470, ..."
  • Assessment: Teacher Formally grades Test
  • 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%)


Apr 21 Series Circuit Fragments

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Series Circuit Fragments
  • P/A/T:
  1. Selected students put HW solutions on the board.
  2. Review Test
  3. Whole-group instruction: Discussion and notes .. XX. C. Series Circuits
  4. HPS - Problem-based instruction - students solve Series Circuits problems
  5. Review student HW solutions that they drew on the board at the beginning of class.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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 4 different ways to build a 190 Ohm resistor, with 1% tolerance


Apr 22 Parallel Circuit Fragments

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Parallel Circuit Fragments
  • P/A/T:
  1. Review student HW solutions that they drew on the board at the beginning of class.
  2. Revisit “Things that affect Resistance” chart in notes to add diagrams for parallel and series.
  3. HPS - Problem-based instruction – Lab to measure resistance of Series Resistors.
  4. HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit.
  5. Whole-group instruction: Discussion and notes .. XX. C. Parallel Circuits
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • 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


Wiki and Graphing with Mr. Joseph's Class


Apr 26 Tesla

  • GLE: SI.6, 8, 10, 12-14, 16
  • Objective: TLW summarize Tesla's contributions to, and conflicts with, the world
  • P/A/T:
  1. HPS: Carnegie notes - Students Watch Tesla Documentary and complete Carnegie-style notes.
  2. Lab - "Parallel Resistors"
  • 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: Make me a Resistor that has an equivalent Resistance of 115.5 Ohms, with 0.5% tolerance


Apr 27 Series and Parallel Circuit Fragments

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Series Circuit Fragments
  • P/A/T:
  1. Review student HW solutions that they drew on the board at the beginning of class. Students copy Real World examples from lab into notes.
  2. Whole-group instruction: Class Reviews/Defines/Describes Parallel Resistors and calculates equivalent resistance. Define/Describe "Mixed Resistors" and calculates equivalent resistance.
  3. HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit.
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing.
  • 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 17 Ohms, with 0.4% tolerance


Apr 28 Mixed Circuits

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Circuits
  • P/A/T:
  1. Review student HW solutions that they drew on the board at the beginning of class.
  2. Whole-group instruction: Class Defines/Describes Combination Resistors and starts chart comparing/contrasting parallel and series.
  3. Simulate Meter readings on Sample circuits on board with student volunteers
  4. HPS - Problem-based instruction – Students solve problems “1000 Questions” about this circuit
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • 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...


Apr 29 Test

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Circuits
  • P/A/T:
  1. Review student HW solutions that they drew on the board at the beginning of class.
  2. Circuits Test
  3. 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


Apr 30 Senior Play


Pisces

May 03 AC and Induction

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Solve Problems that involve V, I, R, P
  • P/A/T:
  1. HPS - Problem-based instruction – Students review Test by working problems.
  2. 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)
  3. Demonstrations of AC and DC motors and generators, as well as review of Parallel and Series Resistors
  4. Teacher demonstrates induction with Copper tube and falling magnet, and balance scale
  • Assessment: Teacher Asks Oral Questions throughout class, to gage student understanding and to determine pacing
  • AMD: on file in Lesson Plan Binder
  • Closure: Check in all projects to make sure all were turned in on time.

Physics I HW:


May 04 Test and grade Final Projects

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Solve Problems that involve V, I, R, P
  • P/A/T:
  1. Transformer Test
  2. 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 Test
  • Closure: You cannot leave here with the wiring Diagram. I will grade that tonight

Physics I HW:


May 05 Grade Final Projects

  • GLE: PS-H-G2/30 & 31
  • Objective: TLW Apply Circuit Concepts to Real Examples of Mixed Circuits
  • P/A/T:
  1. HPS - Project-based instruction - Students Complete Problems related to Project and Draw Wiring Diagrams of houses, While teacher interviews students individually
  2. 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:


Mimas




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