Archive+2014

= Email Mr. McHugh at: mchughc@nasdschools.org =


 * May 30, Friday (No 3rd Period Today) **

Discovery Video on Waves and Electromagnetism (56:00)
 * May 29, Thursday **

**I have a meeting tomorrow, and period 3 does not meet Friday** Return and cover test. Continue Final Exam Review
 * May 28, Wednesday **

Your grade, as it stands at 2:28 today, Tuesday June 27th will be used to determine whether or not you are exempt from the final exam for this course. If you haven't finished certain coursework, that is on you at this point. We need to begin review for the final exam immediately and be prepared as of this Friday unless your exam is scheduled at a later time. Thanks for understanding.
 * May 27, Tuesday (SWPBS Meeting 3rd Period) **
 * I will only see you guys tomorrow! Begin to plan your final exam review **
 * Today: **
 * 1) ** Test Make Ups **
 * 2) ** Return Chapter Tests and begin Final Exam Review **

**Homework:** [|Additional Topics in Physical Science] Discussion Response **(due Friday)**
 * May 22, Thursday **
 * CH 18 & 19 Test Today **

Checked and covered homework Review with CH 18 & 19 Review Puzzles + CPS **Homework:** [|Additional Topics in Physical Science] Discussion Response **(due Friday)**
 * May 21, Wednesday **
 * CH 18 & 19 Test Tomorrow **

Check and cover homework Review topics from yesterday with additional (demos) Demo: View an LCD screen under a microscope (what 3 colors do you see?) Compare to Smartphones Viewed B.O.P. video on "Color" (25:00) Finished CH 19 Notes w/ demos of reflection (laser and mirror), refraction (Beaker and pencil), and [|diffraction]. [|Diffraction Animations] Students completed Reflection and Refraction Lab Part 1: Complete Exploration # 1 - 4, 6 & 7 (*Note: Use a clear bulb at Stations 4, 6, & 7 and use curved mirrors @ station 7) Additional demos available: Offer CH 18 Study Guide, and CH 18 Extra Credit Review Puzzle **Homework:** 19-3 [|Reinforcement] and [|Study Guide] due tomorrow **Homework:** [|Additional Topics in Physical Science] Discussion Response **(due Friday)**
 * May 20, Tuesday (Triple Period 3 7:38 - 9:52) **
 * CH 18 & 19 Test Thursday **
 * view an LCD screen under a dissecting microscope (what 3 colors do you see?)
 * filters
 * color wheel
 * optical illusions

1. Checked and covered homework. 2. Covered the EM Spectrum worksheet together (on screen) 3. Color (or Colour) Blindness: [|An Activity] [|Color Blindness Test] 4. Covered [|CH 19 Notes] slides 25-39 w/ filter and light box demo. (Use filters on projectors and laser) Strobe Light Demonstrations: 5. [|Optical Illusions] (Am I seeing things!?) 6. [|More] Optical Illusions 7. Students completed the [|Additive Color Gizmo] **Homework:** 19-2 [|Reinforcement] and [|Study Guide] due tomorrow. **Homework:** [|Additional Topics in Physical Science] Discussion Response **(due Friday)**
 * May 19, Monday (Triple Period 3 7:38 - 9:52) **
 * CH 18 & 19 Test Thursday **
 * Warning: ** Some of the demonstrations of optics can cause problems for people with epilepsy, and certain other medical conditions. If you have any of these conditions, OR if do not feel comfortable at any point during these demonstrations, please DO NOT observe / participate in them! Simply tell me, and you can read, work quietly, etc.
 * 1) Window Box Fan
 * 2) Falling [|Water Droplets]
 * 3) How can this be explained?

1. Covered notes slides 9-16 2. The Universe: Nebulae (20:00-24:00) 3. Covered [|CH 19 Notes] slides 17-24 4. Completed the EM Spectrum Diagram together. (Reverse side specific info on wave length and frequency) *Remember: All types of EM waves move at the same speed in a vacuum. **Homework:** 19-1 [|Reinforcement] and [|Study Guide] **(due next time)**.
 * May 16, Friday (Regular Schedule) **


 * May 15, Thursday (Triple Period 2 7:38 - 9:52) **


 * May 14, Wednesday (Triple Period 2 7:38 - 9:52) **


 * May 13, Tuesday (Triple Period 1 7:38 - 9:52) **


 * May 12, Monday (Severe Weather Drill Today) Triple Period 1 7:38 - 9:52 **

How can [|sound break glass]? How does a [|person's voice] compare? [|Mythbusters] (4:13) Viewed E.O.P. streaming vid. Sound & Electromagnetism (17:00) Complete online discussion **Homework:** Online discussion "[|Wave Velocity, Frequency, and Wavelength]" **(due Today)**
 * May 9, Friday (Bring window box fan and strobe light) **

Quiz Make Ups 1. Covered [|CH 19 Notes] slides 1-8 Viewed E.O.P. streaming video clip on the EM spectrum (6:00 - 14:30) 2. Sound Lab: Important Reminders: Strike tuning forks with rubber mallet, shoe sole, etc. Try not to spill water from graduated cylinder, glasses, etc. HOLD WINE GLASS AT BASE! Handle all instruments with care. Thanks! Feeling brave?: Students use [|Tone Generator], LabQuest, Cell Phone, and/or [|Online Tuning Fork] (attempt to "tune" your computer to mine or to other sound source; guitar, sound tube, etc.) i.e. Identify the Frequency of the Sound I am Producing. Works well, but use only 1 computer per small group **Homework:** Online discussion "[|Wave Velocity, Frequency, and Wavelength]" **(due Friday)**
 * May 8, Thursday **

**Quiz today** on Vocab and Graphing a Wave Checked and covered homework w/ demos; compare sound tube sound quality to that of a guitar with the same frequency. Pitch Pipes Activity as a class? **Other Doppler Effect Demos** **Homework:** Online discussion "[|Wave Velocity, Frequency, and Wavelength]" **(due Friday)**
 * May 7, Wednesday **

Checked and covered homework Oscilloscope Demo Finished [|CH 18 Notes] with guitar and sound tube demos. [|Animation/Diagram of Wave Interference] Gizmo demo of constructive vs. destructive interference Students completed the [|Doppler Effect gizmo] **Homework:** Music to Your Ears [|Reinforcement] and [|Study Guide] due tomorrow. **Homework:** Online discussion "[|Wave Velocity, Frequency, and Wavelength]" **(due Friday)**
 * May 6, Tuesday (Double 3rd Period Today) **
 * Quiz tomorrow on Graphing a wave, Doppler Effect, etc. **


 * May 5, Monday (No 3rd Period; Double Tomorrow) **

Review "[|Measuring Speed of Light in Microwave]" (3:00) and go over calculations from yesterday. Compressional vs. Transverse wave [|animation] Covered [|CH 18 Notes] slides 15-27 with demos: explorelearning (longitudinal "compressional" waves), slinky, guitar, tuning fork, Doppler Effect [|video]. (2:00). **Other Doppler Effect Demos** **Homework:** Nature of Sound [|Reinforcement] and [|Study Guide]due next time. Online discussion **(due Today)**
 * May 2, Friday **
 * Quiz Next Week on Graphing a wave, Doppler Effect, etc. **

Returned and covered CH 7 Test. Measuring the Speed of Light in a microwave oven: **Homework:** Complete lab sheet calculations and questions (due tomorrow). Online discussion [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**
 * May 1, Thursday **
 * 1) Choose a food that melts easily and spread it out on a plate
 * 2) Remove the microwave turntable and heat the food **JUST UNTIL YOU CAN IDENTIFY MELTED SPOTS!!!** (30-60 sec. limit?)
 * 3) Make visual observations of the food **​(*measure the distance between melted pairs of spots; see corresponding video above)**
 * 4) **Return ingredients ALONG WITH CAROUSEL in order to melt the entire mixture to desired "meltiness"**
 * 5) Review lab/info worksheet
 * 6) Perform calculations and answer questions

**April 30, Wednesday** Check and cover homework Review [|Wavelength vs. Frequency] activity: Present some examples of student results in a table on front board. Video on Waves Types/Properties, Frequency and Wavelength (15:00) **Homework:** Online discussion [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**

**April 29, Tuesday** Students began [|Wavelength vs. Frequency] activity. On your own: choose an amplitude value from 4 -14 and wavelength value (even number between 4 and 16) Complete online discussion (time permitting) **Homework:** "Characteristics of Waves" [|Reinforcement] and [|Study Guide] and "Wavelength vs. Frequency" Graph/Sheet due tomorrow **Homework:** Online discussion [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**

**April 28, Monday** Review graphing a wave Completed the class activity: [|How do Transverse Waves Compare?] If you finish early, complete your online discussion for the week **Homework:** Online discussion [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**
 * 1) **On your own:** choose an amplitude value from 1 - 8 and wavelength value (even number between 4 and 10.)
 * 2) Draw the graph of your wave on graph paper, label it's properties: Crest, Trough, Wave length, Amplitude, Rest Position of the Medium
 * 3) Compare your waves in groups of 3 or 4 and complete the worksheet table
 * 4) Turn in your graphs and one copy of the worksheet table

**April 25, Friday** Brain Pop Cartoon "[|Waves]" (4:00) Schedule test make-ups. Covered [|CH 18 Notes] slides 1-12. Graph a wave on graph paper, identify and label it's properties. **Homework:** Online discussion "[|Mechanical Efficiency]" **(due Today)**

Viewed Mythbusters Episode: "Hindenburg Mystery" **Homework:** Online discussion "[|Mechanical Efficiency]" **(due Friday)**
 * April 24, Thursday **** (Meeting 3rd period today) **

**April 23, Wednesday** CH 5 & 7 Test Today **Homework:** Online discussion "[|Mechanical Efficiency]" **(due Friday)**

**CH 5 & 7 Test Tomorrow!** Check and cover CH 5 & 7 Study Guide Discuss test short answer questions CPS clicker review of CH 5 & 7 **Homework:** Online discussion "[|Mechanical Efficiency]" **(due Friday)**
 * April 22, Tuesday **
 * Have a calculator handy today **

**CH 5 & 7 Test Wednesday April 23rd** Checked and covered HWK Viewed W, E, & Simple Machines (10 min.) and [|Best Rube Goldberg Ever] Red Bull "[|Athlete Machine]" Rube Goldberg Offered Extra Credit Review Puzzle (due Monday) **Homework:** [|CH 5 & 7 Test Study Guide] Online discussion "[|Mechanical Efficiency]" **(due Friday)**
 * April 21, Monday **
 * Have a calculator handy today **

Checked and covered Efficiency Problems Begin work on IMA problems (back of notes), Using Machines [|Reinforcement] and [|Study Guide], and [|CH 5 & 7 Test Study Guide] **Homework:** IMA Problems and Using Machines [|Reinforcement] and [|Study Guide] **(due next time)** **CH 5 & 7 Test Next Week**
 * April 17, Thursday **
 * Have a calculator handy today **

Checked and covered homework. Demos of solving for IMA, AMA, and efficiency; all formulas available on board **Homework:** Finish [|Efficiency Problems]. "[|Everyday Simple Machines]" discussion response (**due Thursday)** **CH 5 & 7 Test Next Week**
 * April 16, Wednesday **
 * Have a calculator handy today **
 * 1) Inclined plane
 * 2) Various Levers
 * 3) Wheel and axle
 * 4) Pulley... however many we have time for before beginning efficiency worksheet

Eureka on wheel & axle and inclined plane (9 min. total) Finish [|CH 5&7 Notes] (12 slides) (with force sensor demo of wheel and axle?) **Homework:** The Simple Machines [|Reinforcement] and [|Study Guide] due tomorrow. "[|Everyday Simple Machines]" discussion response (**due Thursday)**
 * April 15, Tuesday **

Complete the Inclined Plane Lab (Groups of 3 or 4). **If you were not present for this lab, do some work with the Inclined Plane gizmo on explorelearning.com and submit or email the answers to the gizmo questions to me for credit.** **Homework:** "[|Everyday Simple Machines]" discussion response (**due Thursday)**
 * April 14, Monday **
 * When you're done, turn in the lab and complete the online discussion if you have not done so already. **

Complete pulley gizmo on www.explorelearning.com ***Note: The original gizmo automatically changes the setting from Ideal to a Standard pulley** **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Today)**
 * April 11, Friday **

Viewed Eureka vid. on pulleys Covered notes slides 36-41 Complete Pulley Lab w/ force sensors (as a class). *Note: Many people refer to a single fixed pulley wheel as a "flexible" 1st class lever Viewed "[|Mechanical Advantage of Pulleys]" 12:30 (time permitting) **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 10, Thursday **

Finish work on the lever gizmo **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 9, Wednesday **
 * [[image:http://discover.edventures.com/images/termlib/f/first_class_lever/support.gif caption="external image support.gif"]] || [[image:http://discover.edventures.com/images/termlib/s/second_class_lever/support.gif caption="external image support.gif"]] || [[image:http://discover.edventures.com/images/termlib/t/third_class_lever/support.gif caption="external image support.gif"]] ||

Viewed Eureka on Mechanical Advantage Finished lever lab (as a class) Students began work on the [|Lever Gizmo] **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 8, Tuesday **

Review the 3 classes of levers. Remember, "F.R.E. go in the middle of 1.2.3." (Where F = Fulcrum, R = Resistance Force, and E = Effort Force) **Demos of leverage:** 1. How to lift a person with 1 finger 2. When doing standard push ups, your body is effectively a __ class lever. **Lever lab** (as a class?) TIPS: **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 7, Monday **
 * Checked and covered HWK **
 * 1) Make sure you're using the metric side of your meter stick and that the locking screw is ON THE BOTTOM.
 * 2) READ DIRECTIONS and HANDLE EQUIPMENT WITH CARE.
 * 3) For example, make sure your fulcrum, resistance force and effort force are at the correct locations according to the directions. (For example, a resistance distance of 40 cm DOES NOT mean the weight needs to be hung @ the 40 cm mark)
 * 4) Also, make sure your force sensor is at zero before beginning every portion of the lab
 * Part 1. Zero it with the hook facing up (because you'll be pulling down with it)
 * Parts 2 & 3. Zero it with the hook facing down (because you'll be lifting up with it)

Covered the [|CH 5&7 Notes] slides 19-27 with prybar demo. Covered slides 28-30 (M.A.) Covered slides 31-36 (Levers) with w/ lever hooked up to a spring scale demo. Viewed eureka cartoon on Levers. Best way to remember 3 classes of levers: Anyone remember the [|creditreport.com commercials]? Students completed Why we use Machines [|Reinforcement] and [|Study Guide] (due next time; Use purple textbook pgs. 180-185) **Homework:**
 * April 4, Friday **

Students completed the Pendulum Simulation Activity: **Homework:** Finish Pendulum Simulation if necessary **This week is a Spring Break from Online Discussion (*Just make sure you're caught up with all assignments for 3rd marking period)**
 * April 3, Thursday **

Viewed Free Fall Extreme DVD (video question sheets collected for credit) **This week is a Spring Break from Online Discussion (*Just make sure you're caught up with all assignments for 3rd marking period)**
 * April 2, Wednesday **

Began viewing Free Fall Extreme DVD **This week is a Spring Break from Online Discussion (*Just make sure you're caught up with all assignments for 3rd marking period)**
 * April 1, Tuesday **
 * Work and Power Quiz Today! **
 * Have a calculator handy **

Energy, Work and Power **Quiz Tomorrow**. (*Remember: Work is done when a force is applied to an object through a distance) **This week is a Spring Break from Online Discussion (*Just make sure you're caught up for 3rd marking period)** Introduced and completed the Work & Power Lab: Running up a Flight of Stairs. Procedure & Tips for Lab today: Before you gather data: After you gather data:
 * March 31, Monday **
 * Have a calculator handy today. **
 * ** Weight ** || ** Mass ** || ** Gravity ** ||
 * Is **a measure of the Force of gravity** between 2 objects. || Is the **amount** of matter in an object. || Is an invisible **force** of attraction between all objects. ||
 * Expressed in Newtons. (English system uses Pounds) || Expressed in kg || Causes objects to accelerate toward earth at a rate of 10 m/s/s ||
 * Weight = mass x gravitational acc.
 * On earth a mass of 1 kg x 10 m/s/s has a weight of 10 Newtons. (this is equal to 2.25 pounds) ** ||  ||   ||
 * So..... **
 * If you know your weight in pounds, divide by 2.25 pounds/kg to find your mass (this never changes wherever you go in the universe). Then multiply by 10 m/s/s to determine your weight in Newtons here in earth. (this would change on the moon)
 * If not, measure your mass in kg on the scale and multiply by 10 m/s/s to convert to a weight in (N)
 * The vertical distance you will move up our flight of stairs **= meters (big open stair well)**
 * I need 1 volunteer to help me time people from the landing
 * ** While climbing the stairs, stay to the inside! While going back down, please stay toward the wall so we don't have any head-on collisions! **
 * Finally, I usually only get a small number of students who achieve at least 1 //horsepower.// Why do you think this is?
 * **Work** (Joules) = **Force** (Newtons) X **distance** (meters)
 * **Power** (Watts) = **Work** (Joules) / **time** (seconds)
 * What is your power in Watts? In English system units of //horsepower//?

Checked and covered the homework Looked at a sample GPE and KE problem (you'll see something like this on the quiz) Viewed:Energy, Work, and Power (3:34)
 * March 28, Friday **
 * Have a calculator handy today **
 * Energy, Work and Power Quiz Tuesday **

Returned and covered the CH 4 Test

**Homework:** [|Work and Power Discussion] **(due Today)**

Collected GPE Gizmo Checked and covered homework Covered [|CH 5&7 Notes] through "Power." (Demo of lifting a known mass) Introduced and completed the [|work and power lab] (as a class?) Procedure & Tips for Lab today: **Homework:** Work and Power [|Problems sheet 1] with hints to problems 1-4. **Homework:** [|Work and Power Discussion] **(due Friday)**
 * March 27, Thursday **
 * Weight is a force expressed in Newtons. Weight = mass (kg) X gravity (10 m/s/s)
 * Most of our spring scales display mass in grams and force in Newtons. Digital force sensors express force in Newtons, BUT BOTH MUST BE PROPERLY ZEROED BEFORE USING!
 * Your goal during this lab is to compare the work needed to lift, then slide a small book vs. the work needed to lift, then slide a large book.
 * Work (Joules) = Force (Newtons) X distance (meters)
 * Power (Watts) = Work (Joules) / time (seconds)
 * Energy, Work and Power Quiz Tuesday **

Students completed the [|Gravitational Potential Energy Gizmo]. **Homework:** "Energy and Work "" [|Reinforcement] and [|Study Guide] & G.P.E. gizmo (due tomorrow) **Homework:** [|Work and Power Discussion] **(due Friday)**
 * March 26, Wednesday **

Covered [|CH 5&7 Notes] through slide 10. Viewed Eureka vids: Work, Kinetic Energy, and Potential Energy (in order) **New Idea:** How much work do you do during a push up? Materials: A standard bathroom spring scale, a meter stick, and the formula Work = F x d. **Homework:** "Energy and Work "" [|Reinforcement] and [|Study Guide] (due Thursday)  **Homework:** [|Work and Power Discussion] **(due Friday)**
 * March 25, Tuesday **

Schedule any test make-ups for next available study hall period if possible Viewed Greatest Physics Discoveries with Bill Nye (question sheet will be collected) **Homework:** [|Work and Power Discussion] **(due Friday)**
 * March 24, Monday **

Schedule any test make-ups for next available study hall period if possible Begin Greatest Physics Discoveries with Bill Nye (question sheet will be collected next time we meet)
 * March 21, Friday (Presentation by the Principal 1/2 of the period) **

Have a calculator handy today CH 4 Test Today CH 4 Hidden Message Puzzle **Homework:** Online Discussion "[|Forms of Energy]" ** (due Friday) **
 * March 20, Thursday (Science Olympiad Field Trip) **

**CH 4 Test Tomorrow** (Extra Credit Puzzle due then) ***Note: I will not be here, so please be in your seat ready with a calculator to begin your test as soon as attendance is taken by the sub.** Have a calculator handy today. Checked and displayed homework CPS review of CH 4 as a class
 * March 19, Wednesday **

Have a calculator handy today. Mythbusters: 2 scenarios demonstrating [|enormous momentum](4:00) Checked and covered homework Offered CH 4 crossword review puzzle for extra credit Began work on CH 4 study guide **Homework:** [|CH 4 Study Guide] and Projectile Motion [|discussion] response **(due tomorrow)**
 * March 18, Tuesday **
 * CH 4 Test Thursday March 20 **

Checked and cover homework [|Video Clip] : Conservation of Momentum from the Int'l. Space Station Mythbusters (1:30) "When [|Forward Momentum = Backward Momentum]" Finish remaining chapter notes on momentum Momentum & Newton's 3rd Law demos: Basketball vs. tennis ball, racket ball, etc. Introduce momentum problems (rearranging the formula and intro to the conservation of momentum formula) **Homework:** [|Momentum Problems Sheet] **Homework:** Online Discussion "[|Forms of Energy]" ** (due Friday) **
 * March 17, Monday (Action-Reaction Worksheet from Friday :) **
 * CH 4 Test Thursday March 20 **

Collected any remaining air track momentum gizmos Checked / covered homework (Use gizmo to demonstrate velocity components) Covered [|CH 4 Notes] slides 13-17 w/ swinging mass demo, viewed E.O.P. streaming video 9:20-10:30 Covered notes slides 18-19 w/ Newtonian demonstrator (Good example of 3rd law and Cons. of Momentum) Viewed B.O.P. video 12:30-16:00 **Homework:** Action-Reaction worksheet **(due next time)** **Homework:** Discussion response "[|Falling Objects]" **(due Today)**
 * March 14, Friday **
 * CH 4 Test Thursday March 20 **

Covered Falling Objects Practice (#5-9) Students completed the Air Track: [|Momentum gizmo] **Homework:** Finish momentum gizmo **(due tomorrow)** Falling Objects 2nd Practice **(due tomorrow)** Discussion response "[|Falling Objects]" **(due Friday)**
 * March 13, Thursday **
 * CH 4 Test Thursday March 20 **

**Collect remaining golf range gizmo sheets** Notes **Homework:** Finish Falling Objects Practice (back side of worksheet) **Homework:** Discussion response "[|Falling Objects]" **(due Friday)**
 * March 12, Wednesday **
 * Have a calculator handy today. **
 * Falling Time of a horizontal projectile vs. a dropped item? (Remember the Mythbusters 9mm bullet?)
 * The math behind projectile motion
 * Horizontal and vertical velocity components are independent of one another!
 * Calculating the horizontal and vertical velocity components (Use gizmo to demonstrate velocity components)
 * Solving for the maximum height of a projectile
 * Solving for the horizontal distance traveled by a projectile
 * Solve Falling objects problems # 6 - 9 together

Checked and covered homework Students completed [|golf range gizmo] **Homework:**Finish gizmo, and Discussion response "[|Falling Objects]" **(due Friday)**
 * March 11, Tuesday **
 * The ball will not disappear from the screen (you estimate when it's a hole in one)
 * Try to observe how horizontal and vertical velocities change during different trials (we'll look at the math behind this next time)

Section Notes: Introduce Projectile Motion with demos: Covered [|CH 4 Notes] slides 8-12 Covered notes on Ball thrown upward (there are at least 2 ways to do this) **Homework:** Discussion response "[|Falling Objects]" **(due Friday)**
 * March 10, Monday **
 * A ball is dropped from a tower, how far does it travel after each second?
 * Compare to drop time and distance info from motion sensor? (use objects w/ little air resistance)
 * Compare to when a ball is thrown straight down from a tower
 * Solve for the total drop time
 * Check [|this] out!
 * Firing a metal ball
 * [|Mythbusters] dropped bullet vs. fired
 * [|MIT Video]
 * Homework:** Falling Objects Practice Problems #1-5 ([[file:Falling Objects.doc]])

Quiz Today on Newton's 2nd Law of Motion (F = m x a) Myth Busters: Death by Falling Penny (Season 1 Episode 4) **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Today)**
 * March 7, Friday **
 * Have a calculator handy today **

Checked and covered the homework / Viewed Youtube vid on [|Peregrin Falcon]. (5:00) [|Pond Swooping] (4:00) Students completed Free Fall Tower Gizmo **Homework:** Finish gizmo, prep for quiz tomorrow **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Friday)**
 * March 6, Thursday (Period 3 extended to 10:15) **
 * Newton's 2nd Law quiz tomorrow (also falling objects, terminal velocity, etc.) **

Recap on Falling Objects Lab (demo up front) Investigate new question: Does the number of falling coffee filters influence terminal velocity? **Homework:** "CH 4 "Accelerated Motion" [|Reinforcement] and [|Study Guide] **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Friday)**
 * March 5, Wednesday **
 * Newton's 2nd Law quiz Friday (also falling objects, terminal velocity, etc.) **
 * Try to keep the coffee filters packed close together (like when you 1st get the out of the package)
 * How many filters can be dropped in this way until they no longer reach terminal velocity?
 * Would this change as drop distance is increased?
 * During this particular experiment:
 * 1) What are we manipulating? (independent variable)
 * 2) What are we measuring/observing? (dependent variable)
 * 3) What parameters are kept the same? (controlled variables)
 * Additional questions?

Brief intro of suspended motion sensor lab setup (Cover tips below and try dropping various objects) Terminal Velocity of Falling Objects w/ Vernier **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Friday)**
 * March 4, Tuesday **
 * Keep at least 2 books on the base of the ring stand at all times!
 * Make sure the metal rods and motion sensor are secured before beginning to experiment
 * Make sure the motion sensor is aimed directly downward (adjust your cable as needed)
 * You don't need to mark a spot 0.5 m away from the table; just make sure the table isn't interfering with data collection
 * Wait to drop items until you hear the clicking sound, and repeat until you get smooth curves on both graphs
 * You don't need to print graphs, but if you finish early try out the "Extension" activities
 * Analyze the graphs of a falling object (balloon?) to ID: drop point, land point, drop time, land time, etc.

Checked and covered homework Demo: How many people have ever wanted to throw something at a teacher's face? Covered [|CH 4 Notes] thru slide 7 w/ air res. demos (balloon, falling paper, book, objects of varying mass) View clips: [|Real Life Superman (3:20)] [|Wingsuit Base Project (1:35)] [|Landing without a Parachute!? (3:00)] [|Jeb Corliss (Man vs. Rock @ 120 mph)] [|Jeb Corlis ("Never give up")] Actual [|Landing without a Parachute] (For Real!) Current wing suit distance [|world record] **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Friday)**
 * March 3, Monday **
 * Important Announcements: **
 * 1) ** Turn in any "i" work ASAP; progress reports coming soon and 3rd marking period ends April 3rd **
 * 2) ** Online Discussions and Using Class Time Effectively: 1. Stay caught up with them. 2. DO NOT plagiarize. 3. Brief review of how you should go about doing these. Final Thought: Please use class time effectively and take some pride in your work. **

Have a calculator handy today. Viewed Eureka on Newton's 2nd Law of Motion Covered [|CH 4 Notes] thru slide 5 [|Demonstrations] for F = m x a (on board): baseball bat vs. basketball / bowling ball and baseball bat vs. baseball / tennis ball Worked Newton's 2nd Law of Motion worksheet as a class **Homework:** Newton's [|2nd Law practice problems] **Homework:** Discussion response "[|Scientific Method Review]" **(due Today)**
 * February 28, Friday **

Schedule Test Make-ups Newton's 2nd Law [|Gizmo] Returned and covered CH 3 Test **Homework:** Discussion response "[|Scientific Method Review]" **(due Friday)**
 * February 27, Thursday **

Have a calculator handy today. **CH 3 Test Today!** Collect extra credit review puzzles. If you finish early, you may grab a laptop and respond to the online discussion or get caught up on other coursework. **Homework:** Discussion response "[|Scientific Method Review]" **(due Friday)**
 * February 26, Wednesday **

Have a calculator handy today. Collect remaining gizmos from yesterday Offer extra credit review puzzle Discuss test content and format. Be prepared for short answer questions on: inertia, friction, comparing weight and mass, and comparing distance-time and velocity-time graphs. CPS review of CH 3 as a class **CH 3 Test Tomorrow**; extra credit review puzzle due then. **Homework:** Discussion response "[|Scientific Method Review]" **(due Friday)**
 * February 25, Tuesday **

Collected any remaining weight lab sheets Checked and displayed homework Students completed weight vs. mass gizmo (Use Safari browser; go to explorelearning.com) **Homework:** Weight and Mass gizmo if you did not finish **Homework:** Discussion response "[|Scientific Method Review]" **(due Friday)**
 * February 24, Monday **
 * CH 3 Test Wednesday 2/26 **
 * Use balance to determine mass and spring scale to determine weight
 * PUT MOUSE ICON DIRECTLY ON SCALE FOR EXACT READING
 * Express mass of objects in kg! (this is crucial when using the W = m x g formula)
 * For example: 3 kg + 500 g = 3.5 kg while 3 kg + 50 g = 3.05 kg

Check and cover homework Weight vs. mass lab: **Homework:** Weight Lab sheets **Homework:** [|CH 3 Study Guide] **Homework:** Discussion response "[|Weight vs. Mass]" **(due Today)**
 * February 21, Friday **
 * 1) Label the following items in order on your sheet:
 * 2) 100 g mass
 * 3) paper clip
 * 4) padlock
 * 5) copper cube
 * 6) aluminum cube
 * 7) D-Cell Battery
 * 8) tongs
 * 9) friction block
 * 10) Meet up in the back for lab setup and intro. (8 groups; Login 1 laptop per group)
 * 11) Find mass of sample in grams (Make sure riders of balance are locked in place; use largest mass first.)
 * 12) Convert to kg (move decimal 3 to the left; all items should have 5 digits after the decimal)
 * 13) Convert to weight in Newtons (multiply mass in kg times 10 m/s/s)
 * 14) Plug in the force sensor to the USB port and open the Logger Pro Application
 * 15) Hold force sensor vertically (with hook down) and zero it
 * 16) Carefully measure the weight of the item using the digital force sensor
 * 17) Pass the object on to the next group (Hopefully this will lead to "precision of measurements." Why?)
 * CH 3 Test Wednesday 2/26 **

Collect remaining friction labs Eureka on gravity & Eureka on weight vs. mass (9:00) Covered remaining [|CH 3 Notes] with (100 g mass = 1 N of weight demo) and the formula Weight = mass x gravity Comparing ** mass ** measured with a ** balance ** to ** weight ** measured with a ** scale ** B.O.P. streaming video Exploring Gravity. (16:00) **Homework:** Mass and Weight [|problems] (due next time) **Homework:** Discussion response "[|Weight vs. Mass]" **(due Friday)**
 * Feb 20, Thursday (Demo new Force Plate sensors) **

Friction Lab w/ Vernier Force Sensors: **Homework:** Friction Lab Sheets **(due tomorrow)** and Online Discussion response "[|Weight vs. Mass]" **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 19, Wednesday **
 * 1) Omit Part 2 of directions and data table
 * 2) Briefly lab introduction:
 * 3) Show **lab setup up** front and explain variables being tested
 * 4) How to open Logger Pro, Physical Science Folder and Experiment #19
 * 5) **Zero your force sensor** (Depends on how you're holding/using it)
 * 6) Demo of how to determine **force needed to pull** block with a **SLOW, STEADY, STRAIGHT** pull...then click "Collect." **This lab works best when a team of 3 establishes a good RHYTHM. 1 Puller, 1 Computer Person, 1 Recorder**
 * 7) Wait to calculate averages and answer questions until you're all done collecting data
 * 8) ** Please leave lab table as you found it **

Brief intro to today's activity ** : ** Fan Cart Physics and Roller Coaster Physics Students completed the Fan Cart / Roller Coaster [|Gizmo] **Homework:** Discussion response "[|Weight vs. Mass]" **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 18, Tuesday **
 * Done early? Bonus: ** On the back of the worksheet, pose a new research question dealing with one of these gizmos. State your hypothesis as a testable prediction. Carry out some trials, and explain whether the data supports or rejects your hypothesis.

Continue CH 3 Notes 16-21: Viewed: Forces and Motion streaming video (4:00-24:00) Related to inertia, but [|a little more profound] **Homework:** Discussion response "[|Inertia and Friction]" **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 12, Wednesday **
 * It's always fun to start out with a cartoon!: Eureka on inertia
 * Balanced vs. unbalanced forces (Fan cart gizmo and/or R.C. heli)
 * Inertia (Roller Skates, Baseball Bats, Skateboards and why all objects really "want" to behave like an air hockey puck)
 * Toy CD [|Hovercraft]
 * Friction (sliding notebook paper vs. sand paper w/ and w/ out pressure)

Check and cover homework Acceleration Quiz. When done you can grab a laptop, respond to online discussion, etc. **Homework:** Discussion response "[|Inertia and Friction]" **(due Friday)**
 * Feb 11, Tuesday **
 * Have a calculator handy today **
 * Acceleration Quiz Today! **
 * If you finish early, try your hand at the game [|Geoguessr] **

Collect any remaining gizmos from last time Viewed Eureka acceleration part 2 / Check, cover homework Viewed: Forces and Motion streaming video (4:00-24:00) & other short [|Acceleration vids.] **Homework:** Students completed [|The Car Race] graphing worksheet. Discussion response "[|Inertia and Friction]" **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 10, Monday (2 hour delay; condensed period) **
 * Have a calculator handy today **
 * Acceleration Quiz tomorrow! **

Checked and covered homework Introduced and began the [|Fan Cart Acceleration Gizmo]: Discussion response "[|Acceleration]" (**due Today)** **Homework:** [|Acceleration Problems 2] **Acceleration Quiz Next Week** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 7, Friday **
 * Demo gizmo, functions, and activity sheet
 * Read through the directions (Instead of copying / pasting graphs, follow the next bullet statement)
 * Identify, Label and Use the graphs on the back side of sheet to answer questions to Part II.


 * Feb 6, Thursday (2 Hour Delay No 3rd Period) **


 * Feb 5, Wednesday (Snow Day) **

//Open an online speed units converter// Viewed acceleration video clip demos. Covered [|CH 3 Notes] on Acceleration. Returned to earlier clips to solve for acceleration. Introduced and began [|Acceleration Problems]. **Homework:** Finish Acceleration Problems. Discussion response "[|Acceleration]" **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Feb 4, Tuesday (2 Hour Delay) **
 * Have a calculator handy today **


 * Feb 3, Monday (Snow Day) **

Checked and covered homework / Collect Gizmo from yesterday Discussed: **Speed Quiz tomorrow!** Test motion sensors (compare distance vs. time and velocity vs. time graphs) Place motion sensor free and clear. On worksheet for this activity: **Homework:** Online discussion response "[|Distance vs. Time and Velocity vs. Time Graphs] **(due Friday)** S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision.  S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions  S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Jan 31, Friday *Setup motion sensor on a cart upfront **
 * 1) Name on top
 * 2) Walk through setup, labeling, etc. of paper on overhead
 * 3) **Trial 1:** student walking at a **slow, constant speed away** from the motion sensor. (begin in 1st aisle and turn left?)
 * 4) Predict: sketch what you think the graphs will look like
 * 5) Now draw a simple sketch of a distance vs. time and a velocity vs. time graph from the screen up front (label axes)
 * 6) Explain the differences between these types of graphs. What is each one showing?
 * 7) **Trial 2:** Predict: sketch what you think the graphs will look like when a student **accelerates away form the sensor**.
 * 8) Now sketch what the graphs actually do look like
 * 9) **Trial 3:** Predict: Sketch how you think the graphs will look when a student **walks TOWARD the motion sensor**.
 * 10) Sketch what the graphs look like when someone does walk toward the sensor. Were you correct? (Explain)
 * 11) Any other ideas?
 * 12) Collect

Students began the Distance vs. Time graph [|Gizmo]. (Cross out #6 on back and ignore the directions to put all answers in a Word document. Simply answer the questions directly on your worksheet and turn it in when you're done.) **Homework:** [|Graphing Speed] and [|Slithering Speeds] and finish Gizmo from today. **Homework:** Online discussion response "[|Distance vs. Time and Velocity vs. Time Graphs] **(due Friday)** S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions  S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Jan 30, Thursday (Short IEP Mtg. J.D. (4th) 9:15) **
 * Speed Quiz Monday **

Checked and covered homework Completed Activity: Calculating Average Speed. S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement). S11.A.3.3.3 Analyze physical patterns of motion to make predictions or draw conclusions **Homework:** Online discussion response "[|Distance vs. Time and Velocity vs. Time Graphs] **(due Friday)**
 * Jan 29, Wednesday **


 * Jan 28, Tuesday (No 3rd Period Today) **

Viewed "Frame of [|Reference]" (2:30) Covered [|CH 3 Notes] thru slide 9 Viewed Forces and Motion streaming video (4 min) Began [|Speed Problems] together **Homework:** Finish Speed Problems. Online discussion response "[|Distance vs. Time and Velocity vs. Time Graphs] **(due Friday)** S11.C.3.1.3 Describe the motion of an object using variables (i.e., acceleration, velocity, displacement).
 * Jan 27, Monday **
 * Please keep a calculator handy during the second semester **


 * Jan 24, Friday (No 3rd Period) **

PhET Simulation [|Balancing Chemical Equations] **Homework:** Online discussion response "[|Chemistry vs. Physics]" **(due Friday)**
 * Jan 22, Wednesday **

Mid-Term Exam Today Finish work on gizmos from last week or respond to the online discussion for this week **Homework:** Online discussion response "[|Chemistry vs. Physics]" **(due Friday)**
 * Jan 21, Tuesday **

CPS Review for Mid-Term Exam **Homework:** Online discussion response "[|Your Unique Chemical Reaction]" **(due Today)**
 * Jan 17, Friday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

CPS Review for Mid-Term Exam **Homework:** Online discussion response "[|Your Unique Chemical Reaction]" **(due Friday)**
 * Jan 16, Thursday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Finish work on Balancing Chemical Reaction Gizmo (please take the time to make sure you understand how to do this since the worksheet will be graded on both completeness and correctness) If you finish early, Begin work on Mid-Term Review Puzzle #2 **Homework:** Online discussion response "[|Your Unique Chemical Reaction]" **(due Friday)**
 * Jan 15, Wednesday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Finish work on covalent bond gizmo Begin work on Balancing Chemical Reaction Gizmo (please take the time to make sure you understand how to do this since the worksheet will be graded on both completeness and correctness) **Homework:** Online discussion response "[|Your Unique Chemical Reaction]" **(due Friday)**
 * Jan 14, Tuesday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Introduce and complete covalent bond gizmo Respond to online discussion if you finish early **Homework:** Online discussion response "[|Your Unique Chemical Reaction]" **(due Friday)**
 * Jan 13, Monday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Cover Practice with Significant Figures as needed Finish and turn in Oxidation # Puzzles Begin work on Mid-Term Review Puzzle #1 **Homework:** Online discussion response "[|Types of Chemical Reactions] **(due Today)**
 * Jan 10, Friday (Double Period 3 Today) **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Briefly review Ionic Bond Gizmo and Oxidation Number Sheet (handout); demonstrate how to write a balanced chemical formula when an ionic compound is formed I introduced and students worked with [|Oxidation # Puzzles] **Homework:** Online discussion response "[|Types of Chemical Reactions] **(due Friday)**
 * Jan 9, Thursday (No Period 3 Today / Double Tomorrow) **

Returned and covered the CH 10 Test Respond to Online Discussion for this week Return unit tests from the first semester ***Note: The midterm exam is worth 10% of your overall course grade for the year and is mostly comprised of questions from the previous course tests. We will be reviewing for the exam soon.** Handout and reintroduce "Practice with Significant Figures" ***Note: this is optional practice not a graded assignment** **Homework:** Discussion response due Friday
 * Jan 8, Wednesday (2 Hour Delay) **


 * Jan 7, Tuesday (Cold Day) **

**Homework:** Online discussion response "[|Types of Chemical Reactions] **(due Friday)**
 * Jan 6, Monday (No Period 3 Today) **

CH 10 Test Makes ups? Students finished work on the [|Ionic Bond Gizmo] Get caught up on any currently "incomplete" assignments, online discussions, etc.
 * Jan 2, Thursday **

CH 10 Test Makes ups? Viewed short streaming video clips on Ionic and Covalent Bonding (7:00 total) Students completed the [|Ionic Bond Gizmo] **Homework:** Online discussion response " [|Chemical Bonding] **(due Today)**
 * Dec 20, Friday **

**Homework:** Online discussion response " [|Chemical Bonding]" **(due Friday)**
 * Dec 19, Thursday **
 * CH 10 Test Today **

Reviewed Periodicity Worksheet page [|1] from chapter 10 on overhead. (Consider what must happen to an atom of any element for it to become stable and what that does to the overall charge of the newly formed ion.) Covered CH 11 Notes **Homework:** New online discussion "[|Chemical Bonding]" **(due Friday)**
 * Dec 18, Wednesday 2 Hour Delay **

**Homework:** New online discussion "[|Chemical Bonding]" **(due Friday)**
 * Dec 17, Tuesday (Meeting at Admin. Today) SNOW DAY **
 * CH 10 Test Today **

CPS review of CH 10 **Homework:** New online discussion "[|Chemical Bonding]" **(due Friday)**
 * Dec 16, Monday **
 * CH 10 Test Tomorrow! Please note: I have a meeting at admin. tomorrow. Please be ready to begin the test immediately. Have a calculator on hand and your extra credit review ready to turn in so you can get started right away. Thanks! **

**December 13, Friday** Check and cover CH 10 Review Problems Viewed Nucleus: [|Crash Course] Chem #1 (10:00)
 * CH 10 Test Tuesday 12/17 ** (Prepare for short answer questions on atomic structure, periodic table sections, and calculating the average atomic mass for a particular element; review average atomic mass M&M activity worksheet)

Extra Credit Review Puzzle Offered **(due Tuesday)** **Homework:** New online discussion "[|Periodic Table of the Elements]" **(due Today)**

**December 12, Thursday (Triple 3rd period Today)** Checked and covered the Nuclear Atom assignment Viewed student presentations on the Elements ***Insert new activity: Diagramming blocks from the periodic table vs. complete chemical symbols** Extra Time? View Atomic Structure DVD and short Discovery streaming clips on periodic table sections Introduced the Periodicity Worksheet page [|1]& [|2] **Homework: CH 10 Review Problems Worksheet and** online discussion "[|Periodic Table of the Elements]" **(due Friday)**
 * CH 10 Test Tuesday 12/17 **
 * 1) ** Show students what is provided on [|most periodic table blocks] **
 * 2) ** Show two naturally occurring [|isotopes of the element chlorine] **
 * 3) ** [|Carbon] as a second example **

**December 11, Wednesday (No 3rd period Today)**

**December 10, Tuesday** **SNOW DAY**

**December 9, Monday (No 3rd Period Today due to Keystone Exams)** Element Group Project Presentations will occur **Tomorrow!** Review Project Directions (below) **Homework:** New online discussion "Periodic Table of the Elements" **(due Friday)**

**December 6, Friday (No 3rd Period Today due to Keystone Exams)** Element Group Project Presentations will occur on **(due date Tuesday 12/10/13)** Review Project Directions (below)

**December 5, Thursday (Triple 3rd period Today)** Introduced the [|Nuclear Atom Sheet] Continued work on Element Group Project **(due date Next Time we meet, Tuesday 12/10/13)** Review Project Directions (below) **Homework:** Nuclear Atom Sheet (page 4 only)

**December 4, Wednesday (No 3rd Period Today due to Keystone Exams)** Element Group Project Presentations will occur on **(due date Tuesday 12/10/13)** Review Project Directions (below)

**December 3, Tuesday (No 3rd Period Today due to Keystone Exams)** Element Group Project Presentations will occur on **(due date Tuesday 12/10/13)** Review Project Directions (below)

**November 26, Tuesday** Continued work on Element Group Project **(due date Wednesday 12/4/13)** Review Project Directions (below) **Homework:**

**November 25, Monday** Viewed streaming video clips: [|alkali metals], ([|clip 2]) Continued work on Element Group Project **(due date Wednesday 12/4/13)** Review Project Directions (below) **Homework:**

**November 22, Friday** Checked and covered homework Group Periodic Table (Group) project work and presentation (Groups of 2 or 3 maximum) ***due date Wednesday Dec. 4th, however most of the project work should be able to be completed in class** Grading Criteria Checklist: >> How do I begin?
 * The presentation is creative (Overall layout, images, text are visually appealing)
 * The presentation includes several effective supporting images.
 * The presentation effectively summarizes the group characteristics (for your particular group of elements)
 * 1 image must [|show or highlight] where your group lies on the periodic table
 * 1 image must be an [|atomic model]/diagram of an atom of one of your elements
 * 1 image must be a complete chemical symbol of an atom of one of your elements
 * The presentation includes info on specific elements within your group (Similarities and differences)
 * The presentation is focused (remains on the subject)
 * The presentation flows smoothly from one idea to the next
 * The information (text, images, video etc.) is(are) accurate, clearly visible, concise, yet effective (Include a sufficient amount of quality material in en effective manner without drowning the viewer in paragraph after paragraph of text on the screen)
 * 1) Decide who you will work with and which group of elements you want to focus on. If there are conflicts, we'll draw to determine who gets a particular group to work with. (Possible choices include: Alkali Metals, Alkaline Earth Metals, Transition Metals, Poor Metals, Metalloids (a.k.a. semi-metals), Nonmetals, Halogens, Noble gases, Lanthanides, and Actinides) We will work in groups small enough to cover each group of elements and obviously each group of elements can only be used once.
 * 2) Once topics are assigned, login onto a laptop and sign into your school Gmail account.
 * 3) Create a new Presentation, Share it with each group member using his or her school emails and myself mchughc@nasdschools.org
 * 4) Begin working on the project. ***Note:** there will be some class time to work on the project between now and the due date, but you may need to spend some time outside of class completing the project if your group needs additional time.

**November 21, Thursday** **Column 3 Element Quiz Today** The "[|Complete]" Periodic Table AND why certain elements have whole number average atomic masses in parentheses: Powerpoint on and students completed the [|Blank Periodic Table Sheet] **Homework:** CH 10 "Periodic Table" [|Reinforcement] and [|Study Guide] due tomorrow (You do not need to do word find portion). **Homework:** Discussion response "[|Average Atomic Mass of an Element]" **(due Friday)**
 * "If the atomic mass of a particular element is shown in parentheses, such as (145) for [|Promethium (Pm)], the atomic mass reflects that of the most stable isotope."

**November 20, Wednesday** ** Have a calculator handy in class today ** Brain Pop Cartoon "[|Isotopes]" (2:11) Multiple Power point reviews of column 3 from the [|"Elements to Know"]. **Column 3 Element Quiz Tomorrow!** Average Atomic Mass Lab. (Completed Lab Sheets due Tomorrow) NOTE: If you are having trouble answering all questions, read the info presented here) Extra Time? --> Respond to the discussion topic for this week.  **Homework:** Discussion response "[|Average Atomic Mass of an Element]" **(due Friday)**
 * 1) Gather your m&ms and complete the front (as a class)
 * 2) Answer the questions (solo or with a neighbor)
 * 3) Please Note: #7, 8, and 9 on back are designed to make you think, discuss, calculate, etc.

**November 19, Tuesday** Column 2 Element Quiz Today Checked and covered 3-3 homework sheet Multiple Power point reviews of column 3 from the [|"Elements to Know"]. Column 3 Element Quiz Thursday Viewed Brain Pop Cartoon "[|Periodic Table]" (4:41) Finished the [|CH 10 Notes]. (10 slides) **Homework:** Discussion response "[|Average Atomic Mass of an Element]" **(due Friday)**

**Column 2 Element Quiz Tomorrow! Column 3 Element Quiz Thursday** **Homework:** Discussion response "[|Average Atomic Mass of an Element]" **(due Friday)**
 * November 18, Monday (Several Freshmen BAAVTS AM Field Trip) **
 * 1) Get caught up on any course work
 * 2) Respond to the online discussion for this week
 * 3) Try this [|Activity] (When you get to the end of the quiz, show me your score on screen or otherwise send me a screenshot for credit) *On a Mac Hold Shift + Command + 4 Then click, hold and drag across the region you want to take a screenshot of. Send it to mchughc@nasdschools.org

**Nov 15, Friday** Multiple Power point reviews of column 2 from the [|"Elements to Know"]. **Column 2 Element Quiz Tuesday!** **Column 3 Element Quiz Thursday** Continued [|CH 10 Notes] thru slide 30 and viewed Eureka cartoon on electrons. Introduced [|3-3 worksheet] on complete chemical symbols. **Homework:**Complete 3-3 worksheet for tomorrow **Below is the complete chemical symbol for a 1+ Sodium Ion**

**Nov 14, Thursday** Returned and covered the CH 9 Test Viewed the [|Quantum World Song] Finish work on the [|Element Builder Gizmo] If you finish early and you've already responded to the online discussion, [|try this out!] Multiple Power point reviews of column 2 from the [|"Elements to Know"] **Homework:** Discussion response "[|The Scale of Atoms]" **(due Friday)**
 * Column 1 Element Quiz Today **
 * Column 2 Element & Symbol Quiz Tuesday **

**Nov 13, Wednesday** Begin work on the [|Element Builder Gizmo] (Please write answers on answer sheet only) Column 1 element Power point review **Column 1 Element & Symbol Quiz tomorrow** **Homework:** Discussion response "[|The Scale of Atoms]" **(due Friday)**

**Nov 12, Tuesday** Checked and covered the "Counting Atoms" homework View streaming videos here on: Simple Science (Atoms), a [|Better Model?], also [|Video]: Quarks inside the Atom and [|Video]: The Space between Atoms. [|Here] (4:00 to 11:00) is a great description of human perspective "Frame of Reference" and how it limits our understanding of the nature of atoms. Handout [|Structure of the Atom Coloring] activity (Review the document) **Homework:** Discussion response "[|The Scale of Atoms]" **(due Friday)**
 * *Column 1 Element & Symbol Quiz Thursday **

**Nov. 11, Monday** Handed out 3-column list of [|"Elements to Know"] and Periodic Table. **Column 1 Element & Symbol Quiz on Thursday.** Covered [|CH 10 Notes] thru slide 12 Viewed Eureka video on Atoms Brain Pop Cartoon "[|Atoms]" (2:45) and "[|Atomic Model]" (4:09) Teach "Counting Atoms" (*Make a connection to [|chemical formulas]) Column 1 element Power point review (time permitting) **Homework:** Discussion response "[|The Scale of Atoms]" **(due Friday)** [|Counting Atoms Practice] due tomorrow. If the concept of "counting atoms" is confusing to you, try studying molecular and structural diagrams such as this one

View the Atomic Structure[| Prezi] while answering the questions on [|this form]. ***Make sure to click "Submit" when done or your answers will not be sent!**
 * Consider using again next time, but check first to make sure all slides are present first. If so, click "Make a Copy" and share that link to students.**

CH 9 Test Today Done Early? Try the Hidden Message Bonus Puzzle **Homework:** Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Today)**
 * November 8, Friday **

CH 9 CPS Review CH 9 Extra Credit Crossword Review Offered **(due tomorrow)** **Homework:** Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)**
 * November 7, Thursday **
 * CH 9 Test Tomorrow ** (Prep for short answer on ice cream lab, mixture separation lab, solubility and rate of solution lab, classification of matter flowchart, etc.)

**November 6, Wednesday** Checked and covered CH 9 Study Guide Viewed "[|Classification of Matter]" (6:00-26:00) CH 9 Extra Credit Crossword Review Offered **(due Friday)** **CH 9 Test Friday** (Prep for short answer on ice cream lab, mixture separation lab, solubility and rate of solution lab, classification of matter flowchart, etc.) **Homework:** Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)**

Solubility Quiz Today; if you finish early, begin the homework assignment. **Homework:** CH 9 Study Guide **(due tomorrow)** Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)**
 * November 5, Tuesday **
 * CH 9 Test Friday **

Check and cover solubility graph practice CPS Review of solubility graph questions (as a class) Brief teacher demo, then students perform the "Reaction in a Bag" Lab Activity **Solubility Quiz Tomorrow!** (Be able to graph solubility data, and interpret the graph) **Homework:** Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)**
 * November 4, Monday **
 * 1) Safety Concerns:
 * 2) ** Calcium Chloride: Harmful if swallowed. Irritant. Contact may cause eye injury and skin irritation. **
 * 3) ** Phenol Red: May be harmful if swallowed or absorbed through skin **
 * 4) Read, and follow directions carefully. Absolutely no horseplay, and goggles must be worn at all times during this lab.
 * 5) Tip: after adding the dry white powder ingredients to the bottom corner of the bag, roll it up a bit to prevent the phenol red & water from coming into contact with them before you have a chance to remove most of the air from the bag.
 * CH 9 Test Friday 11/8 **

Revisit short video clip on Solubility Graphing from "Mixtures and Solutions" (9:45 - 13:30) I introduced solubility graphs and lead the class through graphing the data for [|An Investigation in Solubility 1] Answer questions together. If you have additional questions after class, check out this [|video] which reviews my presentation today. **Homework:** Set up, graph the data for [|An Investigation in Solubility 2] and answer questions. (due tomorrow) NOTE:You may use graphing software if you like. i.e. Excel, but you must still answer the questions about the graph/data. **Solubility Quiz Tuesday** (Be able to graph solubility data, and interpret the graph) **S11.C.1.1.6** Describe factors that influence the frequency of collisions during chemical reactions that might affect the reaction rates (e.g., surface area, concentration, catalyst, temperature). **S11.C.1.1** Explain the relationship between the structure and properties of matter.
 * November 1, Friday **

**Oct 31, Thursday** Viewed **[|Video]: Why Do I Need Salt to Make Ice Cream?** Ice Cream Lab (get plastic spoons in Cafe): **Homework:** Discussion Topic: "[|Physical Mixture Separation]" **(due Friday)**
 * 1) Lab Safety:
 * Salts: DO NOT eat them or get them in or around your eyes, etc.
 * 1) Procedure Overview
 * 2) 0.5 cups whole milk, 1 teaspoon sugar, and a couple drops of vanilla extract into a sealed plastic ziplock.
 * 3) Remove as much air from the bag as possible
 * 4) Place inside of another ziplock, again removing as much air as possible
 * 5) Place 2-3 student ingredient bags into a larger container containing a 2:1 ratio of ice:salt.
 * 6) Vigorously shake OVER A SINK / LAB TABLE until the mixture becomes frozen
 * 7) Enjoy!
 * 8) Please help to make lab area look like it did when you arrived :) Thanks!

**Oct 30, Wednesday** Viewed [|Solubility Video](13:22) Solubility and rate of solution lab **(Part 2):** "Solubility of salt in cool vs. hot water" **Homework:** Discussion Topic: "[|Physical Mixture Separation]" **(due Friday)** **S11.C.1.1.6** Describe factors that influence the frequency of collisions during chemical reactions that might affect the reaction rates (e.g., surface area, concentration, catalyst, temperature). **S11.C.1.1** Explain the relationship between the structure and properties of matter.

**Oct 29, Tuesday** Having trouble with the new chapter? **[|Extra Practice]** **(online quiz; this activity is optional)** Finished [|CH 9 Notes] on Solutions and solubility. (3 slides) Demonstration of surface area: Students began the Solubility and rate of solution lab (Part 1 Only): "Rate of dissolving sugar cube vs. sugar crystals" **Homework:** Discussion Topic: "[|Physical Mixture Separation]" **(due Friday)** S11.C.1.1.6 Describe factors that influence the frequency of collisions during chemical reactions that might affect the reaction rates (e.g., surface area, concentration, catalyst, temperature). S11.C.1.1 Explain the relationship between the structure and properties of matter.
 * 1) Overheads:Gizmo: Prisms and Cylinders: Activity A
 * 2) What is the total surface area of 1 long 10 mL block
 * 3) What is the total surface area of the same block cut up into 10 pieces of equal volume?

**Oct 28, Monday** ** (End of 1st Marking Period tomorrow) ** Checked and covered homework. Students completed the Mixture Separation Lab. Mixture Separation Lab: **Homework:**"Classification of Matter Flowchart" on Google Docs and Discussion Topic: "[|Physical Mixture Separation]" **(due Friday)** S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.C.1.1 Explain the relationship between the structure and properties of matter.
 * 1) Safety concerns: Handle glassware and materials carefully.
 * 2) Read and follow **directions** carefully. (When in doubt, ask)
 * 3) Please **leave lab station the way you found it**.
 * 4) Teacher identification of materials and recovery station.
 * 5) Make sure your **beakers are clean and dry before beginning each part** of the lab

**Oct 25, Friday** Checked and covered the concept map **Homework:** CH 9 "Composition of Matter" [|Reinforcement] and [|Study Guide] and any other unfinished items above. Also, "Classification of Matter Flowchart" on Google Docs **Homework:** New Discussion Topic: "[|Physical vs. Chemical Properties and Changes]" **(due Today)** **[|Extra Practice]****(online quiz; this activity is optional)** S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.C.1.1 Explain the relationship between the structure and properties of matter.
 * 1) Introduced and began [|Classification of Matter Samples] worksheet as a class. (For each section, there are specific questions to ask about each sample)
 * 2) Finished the **Classification of Matter Flowchart (Google Docs Account)**, and online discussion.

Begin work on Classification of matter flowchart activity (pairs if you want)
 * Oct 24, Thursday **
 * 1) === Login to your Google Docs account ===
 * 2) Open the "Classification of Matter" Drawing. Click: "Make a Copy," "Rename" this file as (YourLastNameAssignmentTitle) and "Share" back to mchughc@nasdschools.org as a "Collaborator."

Complete the activity by:
>> === *Note: the entire map must be clear and visible. Your changes should be saved automatically, but you will want to make sure your final changes are saved at the end, and that you have shared the drawing to me as a "Collaborator." ===
 * 1) Correctly placing the tags in their respective locations
 * 2) Inserting at least 1 small & clearly visible image example for each of the bottom classes of matter (6 total)
 * 3) Insert a caption for each image (if it is not obvious what the image is showing) For example, it may not be obvious to the viewer that your small image is showing a block of iron whereas a different image clearly shows a bag of chex mix.

Homework: Complete the [|CH 9 Concept Map] (on back of notes page 3)
**Homework:** New Discussion Topic: "[|Physical vs. Chemical Properties and Changes]" **(due Friday)** S11.A.3.3 Compare and analyze repeated processes or recurring elements in patterns. S11.C.1.1 Explain the relationship between the structure and properties of matter.

**Oct 23, Wednesday** Viewed Cosmic Voyage (question sheets collected for credit) **Homework:** New Discussion Topic: "[|Physical vs. Chemical Properties and Changes]" **(due Friday)**

**Oct 22, Tuesday** Handed out remaining [|CH 9 Notes] and finished slides on"mixtures" and "pure substances." Brain Pop Cartoon "[|Compounds and Mixtures]" (2:00) Students began the [|Compounds and Mixtures Coloring] activity: **Homework:** New Discussion Topic: "[|Physical vs. Chemical Properties and Changes]" **(due Friday)** S11.C.1.1 Explain the relationship between the structure and properties of matter.
 * 1) READ the directions and information as you complete the sheet. (Some items are supposed to be a certain color)
 * 2) Make sure the color of the label matches the color of the item it describes
 * 3) Use each color only once

**Oct 21, Monday** Checked and covered homework / Viewed Brain Pop Cartoon "[|Conservation of Mass]" (3:13) Returned and covered the CH 8 Test Viewed streaming video "Mixtures and Solutions" (17:00) **Homework:** New Discussion Topic: "[|Physical vs. Chemical Properties and Changes]" **(due Friday)**

**Oct 18, Friday** Viewed Brain Pop Cartoon "[|Property Changes]" (2:27) and Short Video on [|Props & Changes] (3:00) Covered [|CH 9 Notes] through slide 12. Have examples of physical and chemical changes on hand. (Candle, Calcite and HCl, Water and Food Coloring, Phase Changes, Sodium Acetate, Balloons, etc. etc.) Conservation of Mass Demo Alka Seltzer (citric acid, naHCO3 and aspirin) NaHCO3 + H3O+ (from above) -> Na+ + H2O + CO2(g) The bubbling is because of carbon dioxide gas formed **Homework:** [|Chemical and Phys. Props and Changes Sheet] (due next time) **S11.C.1.1** Explain the relationship between the structure and properties of matter
 * The end of the 1st marking period is Oct. 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **
 * 1) Place 30 mL of water into a 100 mL graduated cylinder and place on a digital balance along with antacid tablets
 * 2) Drop antacid into water and observe mass as the reaction takes place
 * 3) Repeat the experiment, but this time break and place antacid tablets into a balloon
 * 4) Wrap balloon around rim of graduate and place on balance. Note the mass before dropping tablets into water.

**Oct 17, Thursday** **CH 8 Test Today. If you finish early, grab a laptop and complete the online discussion response for this week.** **Homework: New Discussion Topic: "[|Ideal Gas Laws]" (due tomorrow)**

**Oct 16, Wednesday** **(Parent Meeting 9:15-9:45)** Check and display homework key Covered the test content and format. Please prepare for short answer questions on: 1. What is really happening during the can crush [|demo]nstration? 2. Temperature vs. Time graph during phase changes. 3. Explain what happens to the mass and volume of ice during the melting process. Offered Extra Credit Review Puzzle (due tomorrow) **CH8 Crossword Review due for extra credit tomorrow** **CH 8 Test tomorrow** **Homework: New Discussion Topic: "[|Ideal Gas Laws]" (due Friday)**

**Oct 15, Tuesday** Check [|this] out! Check and cover Gas Lab Problems CPS review of CH 8 as a class **Homework:** [|CH 8 Study Guide] **and New Discussion Topic: "[|Ideal Gas Laws]" (due Friday)** **CH 8 Test Thursday 10/17** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy. **S11.C.1.1.5** Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or ideal gas law).
 * The end of the 1st marking period is Oct. 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **

**Oct 14, Monday (In-Service Day)**

**October 11, Friday** ** The end of the first marking period is October 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** Collected lab sheets and graphs from yesterday Viewed streaming video on the gas laws.(14:00) Gas Laws Gizmo (as a class) **(Collect)** Introduced and began work on [|Gas law Problems] (Add a decimal at the end of all values on the worksheet). **Homework:** **CH 8 Test Thursday 10/17**
 * 1) **New Discussion Topic: "[|Phase Changes]" (due Today)**
 * 2) **Gas Law Problems**

**October 10, Thursday** ** The end of the first marking period is October 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** Recap on what happens to mass and volume as ice melts into water Cartesian Diver Demonstration illustrating Boyle's Law Completed the Boyle's Law Lab (with gas pressure sensors): **Homework:** Finish Lab **CH 8 Test Thursday 10/17** **Homework: New Discussion Topic: "[|Phase Changes]" (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy. **S11.C.1.1.5** Predict the behavior of gases through the application of laws (e.g., Boyle’s law, Charles’ law, or ideal gas law).
 * **Please handle pressure sensors with great care! They are expensive and it is possible to blow a seal by applying too much pressure to the plunger. Additionally, be careful when screwing the plunger onto the gas pressure sensor so you don't strip the plastic threads. (Teacher Demo)**
 * Make sure you **set the plunger to 10 mL before connecting it** to the gas pressure sensor
 * Follow directions on lab sheet, answer questions on answer sheet, graph data on graph paper
 * Group up, grab one laptop per group, login, open Logger Pro, open File: Physical Sci with Computers Exp. 17

**October 9, Wednesday** ** The end of the first marking period is October 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** Warm Up: CH 8 Concept Map Checked and covered the homework and warm up Recap on what happens to mass and volume as ice melts into water Dry Ice Lab/Demos: ** Safety Concerns: It is extremely dangerous to handle dry ice without proper personal protective equipment. ** ** Procedure: Follow directions on lab sheet ** **Homework: New Discussion Topic: "[|Phase Changes]" (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.
 * 1) ** DO NOT allow dry ice to contact exposed skin **
 * 2) **DO NOT remove the dry ice from the lab table without direct permission from your teacher**
 * 3) **DO NOT deviate from verbal and written directions in any way whatsoever**

**October 8, Tuesday (Get Solid CO2 after school)** ** The end of the first marking period is October 29th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** **Reminder:** Make sure to finish Phase Change Gizmo if you haven't done so  **A question was raised recently:** **Does melting ice raise water level (volume)? What about the mass of the contents before and after melting?** **Form a hypothesis as a testable prediction. "As ice melts into water, the volume will _ and the mass will _."** **How it can be tested with enough precision on a small scale.** **(Demo)** **Record the data somewhere in your notebook so we can compare the measurements later this period.** Finished the [|CH 8 Notes] with balloon and Gas Pressure Sensor demonstrations Take final measurements of melting ice demo. Did mass and/or volume change? If so, how? **Homework:** [|CH 8 Concept Map] Phase [|Diagram] and [|Table] and "8-3: Changes in State" [|Reinforcement] and [|Study Guide] **Homework: New Discussion Topic: "[|Phase Changes]" (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.

**October 7, Monday (See archive for slight changes)** ** Have a calculator handy in class today ** Students finished the [|Phase Change Gizmo] (access the Google document on your network drive) **Homework: New Discussion Topic: "[|Phase Changes]" (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.

**October 4, Friday (Share document to class)** Demo of Phase Change Lab with magnetic stirrer. Take some boiling water, place into a test tube, begin to graph it's temperature, lower the tube into a salty ice water mixture and stir until the test tube water freezes. Introduced and completed pages 1-3 of the [|Phase Change Gizmo]: (NOTE: You should try to get through all questions on page 3. If you start page 3 but don't finish, you may need to redo the whole page again) **Homework:** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.
 * 1) Use Safari and login to explorelearning.com with login info on upper-right corner of front board
 * 2) You may work with one partner for this activity

**October 3, Thursday (Set up lab ahead of time)** Students completed the Examining Phase Changes Lab using Vernier temperature probes. Lab sheets collected at the end of class or first thing tomorrow if you need more time to answer questions. Period 3: Assist with lab clean up Key items and safety for the lab today: **Homework: "[|Kinetic Theory and States of Matter]" online discussion (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.
 * 1) Follow all verbal and written directions!
 * 2) If your computer is uncooperative, immediately inform me and continue lab with a plain, old thermometer
 * 3) Hot plates are potentially dangerous! The only thing on a hot plate should be a beaker. **(Please keep chords and everything else far way so they don't melt or burn!)**
 * 4) Computers do not like water and water and electricity do not mix! This lab is setup specifically to prevent accidents. Keep your computer away from the hot plates and beakers of water!
 * 5) Not following directions and/or horseplay will result in a zero grade for this lab and possible disciplinary action.

**October 2, Wednesday (Get Ice)** Returned and covered the CH 1&2 Test Viewed a united streaming video, "Temperature: Measure for Measure." Viewed short streaming videos on liquids, evaporation and condensation (8:00) **Homework: "[|Kinetic Theory and States of Matter]" online discussion (due Friday)**

**October 1, Tuesday** Checked and covered the homework Covered [|CH 8 Notes] through slide 17 Viewed short streaming videos on liquids, evaporation and condensation (8:00) **Homework: "[|Kinetic Theory and States of Matter]" online discussion (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.

**Sept 29, Monday** Covered [|CH 8 Notes] through thermal expansion. With Demos: Eureka video on expansion and contraction and Brain Pop Cartoon "[|States of Matter]" (4:30) **Homework:** "8-1: Matter and Temp" [|Reinforcement] and [|Study Guide] due tomorrow. **Homework: "[|Kinetic Theory and States of Matter]" online discussion (due Friday)** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.
 * 1) Equal volume of liquid in various containers
 * 2) Gas vs. liquid in a syringe
 * 3) Blow torch demonstrations (Observe, Predict, Discuss)
 * 4) Demo: Aluminum Can vs. Atmospheric Pressure **(Use torch for best effect)**
 * 5) Observe
 * 6) Hypothesize (Possible explanations?) Illicit responses
 * 7) Accepted Explanation Can this happen on a larger scale? [|55-gallon drum]and [|Railroad Car]
 * What is atmospheric pressure?
 * What is happening at the molecular level during condensation?

**Sept 27, Friday (Get Ice)** **CH 1&2 Test Today** **S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.

**Sept 26, Thursday (get empty uncrushed Al cans)** Checked and displayed the chapter study guide key and Measuring Temperature worksheet Discussed tomorrow's test content/format: Vocab matching, multiple choice, problem solving (Show correct formula, # answer with correct significant figures, and correct units) CPS Review of CH 1&2 The CH 1&2 test review puzzle may be completed for **extra credit. (By Tomorrow)** **CH 1&2 Test Tomorrow!** **New discussion post on, "[|Heat and Temperature]" (due tomorrow)** **S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision. **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality). **M11.A.1.1** Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, exponents and scientific notation).

**Sept 25, Wednesday** **CH 1&2 Test Friday** Returned and covered Density and Metric Quiz (overhead key) Brain Pop Cartoon "[|Temperature]" (2:37) Eureka video on temperature -> Covered a couple of temperature conversions on overhead. ** *Please note: __a formula itself does not limit the precision of a calculated answer__. For example: You use a Celsius thermometer to measure the temperature of boiling water as 100.0 degrees Celsius (4 sig. figs.). You then convert to Fahrenheit using the formula F = 1.8(C) + 32 and your calculated answer is 212 F. You are tempted to write 210 F as your final answer because you are aware of significant figures and the rules for rounding. However, the 1.8 from the formula to convert Celsius to Fahrenheit __DOES NOT__ limit your answer to 2 sig. figs.! "Why the heck not you ask!?" Because in this case 1.8 is not a measurement, it is simply part of a formula that is used for conversion. The rules for sig. figs. and rounding your calculated answer only apply to measurements themselves. This is because there is always some estimation involved in measurement and as we already know, the precision of our measurements is determined by the device we are measuring with. ** Finish temperature lab and **[|Temperature conversion]** sheet (on back) **Homework: Chapter 1&2 Study Guide.** **New discussion post on, "[|Heat and Temperature]" (due Friday)** **If you're still having trouble with the topic of significant figures, please visit [|this link].** **S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits. **M11.A.3.1** Apply the order of operations in computation and in problem-solving situations.

**Sept 24, Tuesday** ** Have a calculator handy in class today. ** **CH 1&2 Test Friday** Covered remaining [|CH 2 Notes] Introduced and practiced using temperature conversion formulas with handheld [|infrared thermometer]. Don't forget 1. Order of Operations and that 2. "Constants" from formulas DO NOT limit the precision of calculated answers like measurements do. Introduced and completed temperature lab activity: **Safety:** Object Descriptions for Temperature Lab: At each station, allow the thermometer to acclimate (wait until it is not changing) and estimate your measurement. (Remember on a physical scale with divisions, you should **always estimate exactly 1 digit**.) After completing your first station, take the thermometer with you to the rest of the stations. **New discussion post on, "[|Heat and Temperature]" (due Friday)** **S11.A.2.2.2** Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision. **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * Please handle glass thermometers carefully. Tell me right away if you break one.
 * Laboratory salts are toxic! DO NOT eat or drink anything in lab and always wear personal protective equipment when necessary
 * Some samples may be hot!
 * 1) Body Temp Under Arm
 * 2) Ice Water
 * 3) Ice Water with Salt
 * 4) 100 Watt Light Bulb Near Surface (Use great care not to break these) **Don't stare! :)**
 * 5) 40 Watt Light Bulb Near Surface
 * 6) Air Temp Near Ceiling (there is a meter stick with a thermometer attached to it)
 * 7) Air Temp Near Floor

**Sept 23, Monday** ** Have a calculator handy in class today. ** Viewed **Brain Pop "[|Buoyancy]" (2:00)** **Discuss questions from**[| Class Density Activity] **Metric and Density Quiz Today!** **New discussion post on, "[|Heat and Temperature]" (due Friday)**

**Sept 20, Friday** ** Have a calculator handy in class today. ** ** Discuss Metric and Density Quiz for Monday ** ** Review: ** Calculate the mass of a pine box that is 125 cm long, 15 cm wide, 10 cm tall and has a density of 0.4 g/mL Object Descriptions for Density Activity: **Homework: Answer the questions from the Class Density Activity today** **Metric and Density Quiz Monday** **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality). **S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits. **M11.A.3.1** Apply the order of operations in computation and in problem-solving situations. **M11.A.3.2.1** Use estimation to solve problems.
 * [|Class Density Activity]
 * Main Question: How does the density of an object compare to whether it floats or sinks in water? //** If the density of an object determines whether it floats or sinks in water, then as the.... **//
 * 1) Wooden block
 * 2) Grey slab block
 * 3) Cloudy block
 * 4) Cloudy slab
 * 5) Copper block
 * 6) Grey block
 * 7) Can of regular soda
 * 8) Can of diet soda
 * 9) **(Please Note: The typical 12 oz. can of soda is labeled as 355 mL liquid volume. However, the aluminum can itself does take up some space (volume). A good estimate for the total volume of the can + soda = 380 mL**)
 * 10) Small groups (rows) make volume measurements and share with the class **(have actual measures on hand)**
 * 11) Place objects on digital balance to determine mass (record these values on your sheet)
 * 12) Calculate the density of the samples with attention to correct significant figures (assist with the first calculation)
 * 13) Predict flotation based on density, and test it in the enormous clear water jug
 * 14) Answer questions and turn in sheet

**September 19, Thursday** ** Have a calculator handy in class ** Checked and covered homework Viewed streaming video on measurement (17:00-37:00) Time Permitting: Introduce and begin measurement for tomorrow's Density Activity **Homework:** New discussion post on "[|Estimation]" **Metric and Density Quiz Monday**

**September 18, Wednesday (Get cans of regular and diet soda)** ** Have a calculator handy in class **. Bell Ringer: Completed Measuring Length and [|Mass Worksheet] Cover and discuss answers Covered [|density and formulas notes] Viewed Eureka cartoons on "Mass" and "Volume & Density" (9:00 total) **Brain Pop "[|Buoyancy]" (2:00)** **Homework: [|Density Problems Sheet]** **Homework:** New discussion post on "[|Estimation]" **Metric and Density Quiz Monday** **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality). **S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.

**September 17, Tuesday** Viewed [|Where the heck to round] Demo identical volume of water in a graduated cylinder vs. a beaker. Which is more precise and how can you tell? Demonstration of determining volume by **water displacement** (block of known volume in water) Refresher on zeroing the balance and taking a mass measurement Demos for determining mass by subtracting mass of empty container. (Triple Beam vs. Digital) Students completed the [|mass lab]. (Attention to accuracy and precision) **Homework:** New discussion post on "[|Estimation]" Object Descriptions for Mass Lab: **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 1) Unsharpened #2 pencil
 * 2) single hole puncher
 * 3) 100 g mass ?
 * 4) D battery
 * 5) large paper clip
 * 6) metal cube **(complete the back side of lab sheet at this station)**
 * 7) 10 mL H2O **(just the mass of the water itself)**
 * 8) metal pellets **(just the mass of the pellets)**

**September 16, Monday** Began work on [|density gizmo]. **Homework:** New discussion post on "[|Estimation]" **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 1) Complete the first 4 columns for samples 1-12 (and crowns if you like)
 * 2) Answer questions 3 - 5 (#5 involves solving for density in column 5 of your table)
 * 3) Answer all remaining questions using your data table

**September 13, Friday (Double Period 3 Today) *So today's plan is normally a 2-day affair** **Quote of the Day: "The difference between something good and something great is attention to detail." - Charles R. Swindoll** ** Have a calculator handy today ** Collected Measuring Length Lab (from Wednesday) Practiced estimating measurements on overhead Begin the "Measuring Volume" lab. Lab sheets were collected. (NOTE: See me about making up this lab if you were absent today) ***Note: provide a lot of individual and group support as groups begin taking measurements** **Tips:** Students used SAFARI to go to explorelearning.com and begin working on the [|Triple Beam Balance Gizmo]. **(pairs)** **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality). **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 1) **Read liquid volume at eye level, from the bottom of the meniscus. (Hold a white paper behind if necessary)**
 * 2) **Know what each division is (precision) and ALWAYS make sure the last digit is a CLOSE estimate (accuracy). It may help to underline the estimated digit.**

**September 12, Thursday (No Period 3 Today)**

**September 11, Wednesday** Checked and covered homework (as a class) Students completed the "[|Measuring Length]" activity and sheets were collected. **Which 2 divisions does your quantity lie between? Estimate 1 digit!** Object Descriptions for Length Lab (Please make sure you number these in order on your sheet): Finally, make sure you measure each item using each side of the meter stick and always estimate 1 digit. **Homework:** Finish the questions from your "Measuring Length Lab" today
 * 1) Length of File folder
 * 2) Length of Index Card
 * 3) Length of Window Ledge (back window)
 * 4) Height of Lab table (tall table)
 * 5) File cabinet height
 * 6) Width of your desk
 * 7) Length of 1 single floor tile
 * 8) Length of Periodic Table
 * 9) Length of tissue box

**Need extra practice with calculations and significant figures? Try this [|online quiz].** **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).

**September 10, Tuesday** **Quote of the Day: "There are two possible outcomes: if the result confirms the hypothesis, then you've made a measurement. If the result is contrary to the hypothesis, then you've made a discovery." - Enrico Fermi** ** Have a calculator handy today ** **Homework:** "Determining the Number of Significant Figures" (**Side 2**)
 * 1) Checked and covered homework
 * 2) Introduced and practiced estimating measurements on overhead
 * 3) Completed "Estimating Measurements" worksheet
 * 4) Viewed [|Where the heck to round] Pay attention to, and try to remember the chorus from this song: "When adding or subtracting numbers right there in your face, look for the one that's least precise and round it to that place. If you've got some measurements to multiply or divide, round to the fewest sig. figs. counting from the left-hand side."
 * 5) Practice these skills using measurements from the "Estimating Measurements" worksheet we just did as well as other examples for calculating volume.

**September 9, Monday** **"Fast is fine, but accuracy is everything." -Wyatt Earp** Checked / covered homework Viewed [|Nice Accuracy vs. Precision Explanation] (6:00) Covered remaining notes on Significant Figures Viewed [|Where the heck to round] **Introduced "Significant Figures Worksheets" ** **Homework:**

**S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 1) "Determining the Number of Significant Figures" (**Side 1**)(due tomorrow)
 * 2) New discussion topic "[|Scientific Method]" (due Friday)

**September 6, Friday** Checked and covered metric conversion practice / Display worksheet key Continued CH 2 notes through slide 25 "Sig. Figs." Covered [|Measurement-Precision Notes] (stop at Sig. Figs.) Viewed [|Accuracy and Precision] (2:25) **Homework:** "2-1: Standards of Measurement" [|Reinforcement] and [|Study Guide] (due next time) **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).

**September 5, Thursday** Scientific Method Quiz Today Revisit / Discuss "Design Your Own Device" from yesterday: Practiced metric conversions as a group with demonstrations. **Homework:** [|Metric Conversion] Respond to the online discussion for this week. **S11.A.2.2.1** Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * 1) Compare some results
 * 2) Why did groups get varying results (more than 1 correct answer)
 * 3) Estimation

Covered [|CH 2 Notes] through slide 15 Discuss **Scientific Method Quiz tomorrow!** Students began work on the [|Design Your Own Measuring Device] activity: **Homework:** Review for Scientific Method Quiz tomorrow! Respond to the online discussion by Friday. S11.A.2.2.1 Evaluate appropriate methods, instruments, and scale for precise quantitative and qualitative observations (e.g., to compare properties of materials, water quality).
 * Sept 4, Wednesday (1st Meeting of the Science Olympiad Monday after school here) **
 * Practice: Complete the "Nature of Science" concept map. Cover.
 * Any questions on vocab from chapter 1 (See Wordle diagram below)
 * Written response on "Experimental Design from Start to Finish"
 * Introduce procedure (All measures must have 1 estimated digit and a unit included)
 * Changes to "Samples" being measured
 * Partners
 * Discuss



**September 3, Tuesday** Collected "Experimental lab" sheets from the reaction time lab I introduced and students performed the "Intro to Data Collection" Lab: **Safety for this lab:** **Homework:** Answer lab questions (due next time). *If you were not here for this click here Respond to the online discussion "[|What is Physical Science?]" **(by Friday)** **Scientific Method Quiz Thursday, September 5th**
 * Demo how to open Logger Pro and the Experiment Earth Sci with Vernier #1
 * Temperature probe gets plugged correctly into USB port
 * Read directions carefully
 * 1) **Keep computer far from beakers of hot and cold water**
 * 2) **Follow lab and teacher instructions carefully**

Quote of the Day: "No amount of experimentation can ever prove me right; a single experiment can prove me wrong." - Einstein Complete work on the reaction time lab: **Homework:** Completed reaction time lab
 * August 30, Friday **
 * Scientific Method Quiz Thursday, September 5th **
 * Discuss why, if any, unreliable data were omitted.
 * Share overall reaction time experimental data results and how they were calculated.
 * **11 females** had an average reaction time of **0.3941 seconds** and**11 males** had an average reaction time of **0.3580** seconds
 * Analyze / Discuss graph sheet of the data and how to label it (if necessary). Discuss possible data trends or lack thereof.
 * Explain how to complete the "experiment" and "conclusion" sections of lab sheet for full credit.
 * While reading your "Experiment / Procedure" section, I will ask myself, "Could a random stranger follow these directions to repeat the process? Remember: Who was tested and why? EXACTLY how was this done step-by-step? Include what materials / resources were used. Explain the dependent, independent, and controlled variables. What was done with the data?
 * "Conclusions" section should explain the data and logical reasoning as to why the data either supports or rejects the hypothesis being tested. Remember: data results may support a hypothesis, or reject it, but never prove it true or correct. Finally, you may include problems or issues with the experiment OR new research questions you might now have.


 * S11.A.2.1.3 Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits. **
 * S11.A.2.1.4 Critique the results and conclusions of scientific inquiry for consistency and logic. **
 * S11.A.2.1.5 Communicate results of investigations using multiple representations. **
 * S11.A.2.2.2 Explain how technology (e.g., GPS, spectroscope, scanning electron microscope, pH meter, probe, interface, imaging technology, telescope) is used to extend human abilities and precision. **

**August 29, Thursday** **"It is a capital mistake to theorize before one has data." -Arthur Conan Doyle** Viewed lab safety video (15:00) (normally would show this tomorrow before reaction time lab write up) Discuss [|Reaction time experiment] : **S11.A.1.1.3** Evaluate the appropriateness of research questions (e.g., testable vs. not-testable). **S11.A.2.1.1** Critique the elements of an experimental design (e.g., raising questions, formulating hypotheses, developing procedures, identifying variables, manipulating variables, interpreting data, and drawing conclusions) applicable to a specific experimental design. **S11.A.2.1.2** Critique the elements of the design process (e.g. identify the problem, understand criteria, create solutions, select solution, test/evaluate, communicate results) applicable to a specific technological design.
 * Question: Does gender have an effect on reaction time?
 * Record question and hypothesis (**worded as a testable prediction)** on worksheet or blank paper.
 * **Use Internet browser SAFARI or Chrome anytime we use a Gizmo**
 * Conduct experiment (I will lead groups to the correct website and on how to login)
 * Record relevant data on your paper: group, your average reaction time, standard deviation, and number of extraneous clicks (**If you have a standard deviation greater than 0.1 seconds and/or 2+ extra mouse clicks, please REDO THE EXPERIMENT until you do not!**).
 * On (Shared Google Doc) OR my computer up front, enter: group you belong to, average reaction time, standard deviation and number of extraneous clicks
 * COLLECT DATA FOR ALL CLASSES
 * Evaluate our class data. Discuss initial thoughts, conclusions, etc.

**August 28, Wednesday** **"Rudeness is the weak man's imitation of strength." -Eric Hoffer** Handed out textbooks and completed textbook sheet Covered [|CH 1 Notes] Viewed Streaming Vid: "How Scientists Work" (20:00) **Homework:** Take your textbooks home and leave them there until June! Respond to the [|online discussion] for this week if you haven't already done so.

**August 27, Tuesday** **"Patience, persistence and perspiration make an unbeatable combination for success." -Napoleon Hill** Checked homework (signed syllabus) **Computer Use Rules: Please Handle Carefully, Use Appropriately, and Plug Back into Correct Spot** In order to facilitate Discussion Forum, setup wikispaces accounts: ***Please Note: Online discussion responses are due by Friday each week** Extra Time? Introduce explorelearning.com website and login procedure (username / password info on front board) ***write down for future reference**
 * Go to wikispaces.com
 * Create a new account username: YourLastName2013 password: **Whatever you want** **(But make sure you write it down!) *Make sure to use a personal email address too! That way you can easily recover your password if you forget.**
 * You **DO NOT** need to create your own wiki
 * You **DO** need to go to nahsphysicalscience.wikispaces.com and click "Join" and "Request Membership"
 * Once I approve your membership, you will then be able to **respond** to the [|first discussion]

**August 26, Monday** **Quote of the Day: "A short saying often contains much wisdom." I begin class each day with a quote or a question on the board; just some food for thought.... maybe something to talk about. Anyway, it's a good idea to write some of them down in your notebook or somewhere, since you can earn extra credit by remembering them on quizzes and tests!** **Homework:** Get syllabus signed for tomorrow. (10 points)
 * 1) Welcome and Fire Exit Procedure
 * 2) Seating and Attendance (Make the seating chart on Sapphire; this will be your assigned seat at the beginning of each class each day for attendance ***Is there anyone who needs to be seated up front who has not been placed there already?**
 * 3) Collect student Network Usernames
 * 4) Cover course syllabus and expectations **(Short Periods)**
 * 5) Interview & Introduce a neighbor **(Regular Periods)**:
 * 6) Find out & record on 1/2 sheet of paper:
 * His or her name (I've heard it said, "The most important thing you can remember about a person is their name.")
 * His or her interests, future plans, expectations for this course, etc.
 * 1) Class Website
 * 2) Textbooks (time permitting)