Archive+2013

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


 * SWPBS Meetings: 6/5 1:00-2:30 **


 * June 3, Monday (Period 4 Senior Final; No Period 3. Period 9 Final; No Period 8) **


 * May 31, Friday (Period 3 Senior Final; No Period 4. Period 8 Final; No Period 9) **
 * Final Exam Review **


 * May 30, Thursday **
 * Final Exam Review **

Electricity Quiz Today Returned unit tests from the second semester Covered the CH 18/19 Test Began Final Exam Review
 * May 29, Wednesday **

Viewed Modern Marvels: "Wiring America" (question sheets collected for credit) Electricity Quiz Tomorrow; please make sure to continue to bring your notebook to class.
 * May 28, Tuesday **


 * May 24, Friday (Graduation Project Day) **

Students completed Circuit Builder Gizmo
 * May 23, Thursday **

Schedule test make ups Viewed: Electricity and Magnetism (10:00) Cover notes on Electricity Voltage, Current, and [|Resistance]
 * May 22, Wednesday **


 * May 21, Tuesday **
 * CH 18 & 19 Test Today **

CH 19 CPS Review Offered CH 19 Extra Credit Crossword Review Puzzle (due tomorrow)
 * May 20, Monday **
 * CH 18 & 19 Test Tomorrow! **

Checked and covered homework CPS review of CH 18
 * May 17, Friday **
 * CH 18 & 19 Test Tuesday 5/21 **

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: Homework: 19-3 [|Reinforcement] and [|Study Guide] due tomorrow
 * May 16, Thursday **
 * view an LCD screen under a dissecting microscope (what 3 colors do you see?)
 * filters
 * color wheel
 * optical illusions
 * CH 18 & 19 Test Tuesday 5/21 **

Display homework key on overhead Viewed B.O.P. video on "Color" (25:00) (with question sheet?)
 * May 15, Wednesday **
 * CH 18 & 19 Test Tuesday 5/21 **

**May 14, Tuesday** Check and display CH 18 Study Guide Key Intro Demo: View an LCD screen under a microscope (what 3 colors do you see?) UV Sensitive Solar Bead Experiment (as a class with many beads per bag?): **Homework:** 19-2 [|Reinforcement] and [|Study Guide] due tomorrow.
 * 1) Read background info on UV sensitive [|solar beads]
 * 2) Write out first couple steps of Lab sheet together
 * 3) Conduct lab and complete write up in small groups (or as a class)
 * 4) Consider having a control group with no sunblock and a group exposed to no light
 * CH 18 & 19 Test Tuesday 5/21 **

**May 13, Monday** Return CH 18 Quiz Completed CH 18 Study Guide (check for credit upon completion) Offered CH 18 Extra Credit Review

Review topics from yesterday with additional (demos) Students completed the [|Additive Color Gizmo] *Don't forget about the online discussion
 * May 10, Friday (Bring various sunscreens) **

1. Checked and covered homework. 2. Color (or Colour) Blindness: [|An Activity] [|Color Blindness Test] 3. Covered [|CH 19 Notes] slides 25-39 w/ filter and light box demo. (Use filters on projectors and laser) Strobe Light Demonstrations: 4. [|Optical Illusions] (Am I seeing things!?) 5. [|More] Optical Illusions **Homework:** [|Electromagnetic Spectrum] Discussion Response **(due tomorrow)**
 * May 9, 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 (22:00-24:00) 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 tomorrow. [|Electromagnetic Spectrum] Discussion Response (due Friday)
 * May 8, Wednesday **

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! Homework: [|Electromagnetic Spectrum] Discussion Response (due Friday)
 * May 7, Tuesday (Bring window box fan and strobe light) **

Have a calculator handy today. **1. Quiz today** on Vocab and Graphing a Wave 2. How can [|sound break glass]? How does a [|person's voice] compare? [|Mythbusters] (4:13) 3. Viewed E.O.P. streaming vid. Sound & Electromagnetism (17:00) Feeling brave?: Students use [|Tone Generator] 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:** [|Electromagnetic Spectrum] Discussion Response (due Friday)
 * GRADE testing May 6th and May 7th **
 * May 6, Monday (Double 8th Period today; no 8th tomorrow) **

**Quiz Monday** on Vocab and Graphing a Wave. Students completed the [|Doppler Effect gizmo]. (Normally would be done after Tuesday's lesson earlier this week)
 * May 3, Friday **

Checked and covered homework w/ demos; compare sound tube sound quality to that of a guitar with the same frequency. Viewed B.O.P. streaming vid on sound (17:00) Pitch Pipes Activity as a class? **Homework:** Online discussion "[|Wave Velocity, Frequency, Wavelength]" **(due tomorrow)** Quiz Monday on Vocab and Graphing a Wave.
 * May 2, Thursday **

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 **Homework:** Music to Your Ears [|Reinforcement] and [|Study Guide] due tomorrow. Quiz Monday on Vocab and Graphing a Wave. Online discussion "[|Wave Velocity, Frequency, Wavelength]" (due Friday)
 * May 1, Wednesday **

Quiz Monday on Graphing a wave 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). **Homework:** Nature of Sound [|Reinforcement] and [|Study Guide]due tomorrow. Online discussion "[|Wave Velocity, Frequency, Wavelength]" (due Friday)
 * April 30, Tuesday **

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 "[|Wave Velocity, Frequency, Wavelength]" (due Friday)
 * April 29, Monday **
 * 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 26, Friday** 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)

**April 25, Thursday** 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

**April 24, Wednesday** 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 23, Tuesday** 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 [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**

**April 22, Monday** CH 5 & 7 Test Today **Homework:** Online discussion [|Wavelength, Frequency, and the Doppler Effect] **(due Friday)**

Checked and displayed the CH 5 & 7 Test Study Guide KEY and discuss test short answer questions (insert file here after school today) CPS clicker review of CH 5 & 7 **CH 5 & 7 Test Monday!**
 * April 19, Friday **
 * Have a calculator handy today **

Checked and covered HWK Viewed W, E, & Simple Machines (10 min.) and [|Best Rube Goldberg Ever] Red Bull "[|Athlete Machine]" Rube Goldberg Began [|CH 5 & 7 Test Study Guide] (due tomorrow) Offered Extra Credit Review Puzzle (due Monday) **Homework:** Finish the SG for tomorrow and "[|Everyday Simple Machines]" discussion response (**due tomorrow)** **CH 5 & 7 Test Monday April 22nd**
 * April 18, Thursday **
 * Have a calculator handy today **

Checked and covered Efficiency Problems Begin work on IMA problems (back of notes) and Using Machines [|Reinforcement] and [|Study Guide] **Homework:** Using Machines [|Reinforcement] and [|Study Guide] (both due tomorrow) **CH 5 & 7 Test Monday April 22nd**
 * April 17, Wednesday **
 * 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 Friday)** **CH 5 & 7 Test Monday April 22nd**
 * April 16, Tuesday **
 * 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 Friday)** **CH 5 & 7 Test Monday April 22nd**
 * April 15, Monday **

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.**
 * April 12, Friday **
 * 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 (Create activity using new gizmo version) ***Note: The original gizmo automatically changes the setting from Ideal to a Standard pulley** **Homework:** Online Discussion "[|Mechanical Advantage of Various Machines]" **(due tomorrow)**
 * April 11, Thursday **

**April 10, Wednesday (All Day KtO Meeting at Admin.)** Viewed Mythbusters Episode: "Anti-Gravity Device"

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:** Online Discussion "[|Mechanical Advantage of Various Machines]" **(due Friday)**
 * April 9, Tuesday **

Review 2nd class lever discussion response and 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) Finish work on the lever gizmo **Homework:** Online Discussion "[|Mechanical Advantage of Various Machines]" **(due Friday)**
 * April 8, Monday **
 * [[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] Return Quizzes
 * April 5, Friday **

**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. 3. How to solve for work and power when doing push ups. **Lever lab** (as a class?) TIPS: **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due tomorrow)**
 * April 4, Thursday **
 * 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 NOT THE TOP.
 * 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. Students completed Why we use Machines [|Reinforcement] and [|Study Guide] (due tomorrow; Use purple textbook pgs. 180-185) **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 3, Wednesday **

Students completed the Pendulum Simulation Activity: **Homework:** New Discussion "[|Ideal Mechanical Advantage vs. Actual Mechanical Advantage]" **(due Friday)**
 * April 2, Tuesday **

Viewed Free Fall Extreme DVD (video question sheets collected for credit)
 * March 28, Thursday **

Have a calculator handy today. Work and Power Quiz Today! Began viewing Free Fall Extreme DVD
 * March 27, Wednesday **

Energy, Work and Power **Quiz Tomorrow**. [|Work and Power Discussion] (**due Thursday**) Introduced and completed the Work & Power Lab: Running up a Flight of Stairs. Procedure & Tips for Lab today: Before you gather data:
 * March 26, Tuesday **
 * 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) ** ||  ||   ||

After you gather data:
 * 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; lets double check though)**
 * I need 1 volunteer to help me time people from the landing
 * ** While climbing the stairs, stay to the inside! While going back down, stay against the wall! **
 * **Work** (Joules) = **Force** (Newtons) X **distance** (meters)
 * **Power** (Watts) = **Work** (Joules) / **time** (seconds)

Checked and covered the homework Returned and covered the CH 4 Test Looked at a sample GPE and KE problem (you'll see something like this on the quiz Wednesday) Viewed:Energy, Work, and Power (3:34) Work and Power Streaming video (8:00) **Homework:** [|Work and Power Discussion] **(due Thursday)**
 * March 25, Monday **
 * Have a calculator handy today **
 * Energy, Work and Power Quiz Wednesday **

Collected GPE Gizmo Checked and covered homework from Wednesday 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.
 * March 22, Friday **
 * 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 Wednesday **

Myth Busters: Death by Falling Penny (Season 1 Episode 4) **Homework:** Forms of Energy [|discussion] response **(due tomorrow)**
 * March 21, Thursday (Slight changes due to being out for 2 days; see 2012 archive for details) **

Students completed the [|Gravitational Potential Energy Gizmo]. **Homework:** "Energy and Work "" [|Reinforcement] and [|Study Guide] & G.P.E. gizmo (due Friday); discussion response (due Friday)
 * March 20, Wednesday **

Schedule test makeups. 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:** Forms of Energy [|discussion]response and "Energy and Work "" [|Reinforcement] and [|Study Guide] (due Friday)
 * March 19, Tuesday **

Have a calculator handy today CH 4 Test Today CH 4 Hidden Message Puzzle **Homework:** Forms of Energy [|discussion] response (due Friday)
 * March 18, Monday **

Have a calculator handy today. Checked and displayed homework CPS review of CH 4 as a class **CH 4 Test Monday** (Extra Credit Puzzle due then)
 * March 15, Friday **

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 14, Thursday **
 * CH 4 Test Monday March 18th **

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]
 * March 13, Wednesday **
 * CH 4 Test Monday March 18th **

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 and Projectile Motion [|discussion] response
 * March 12, Tuesday **
 * CH 4 Test Monday March 18th **

Concerning the "Falling Objects 2nd Practice" homework from Friday: Students completed the Air Track: [|Momentum gizmo] **Homework:** Finish momentum gizmo (for tomorrow) Projectile Motion [|discussion] response (due Friday)
 * March 11, Monday **
 * It will be checked and credited tomorrow
 * Brief review of the problem types, formulas to use, and how the answers to some questions are used on future questions
 * If you still have questions, ask someone in your group today
 * CH 4 Test Monday March 18th **

**Collect remaining golf range gizmo sheets** Notes **Homework:** Falling Objects 2nd Practice
 * March 8, Friday **
 * 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, an**d** Discussion post "[|Forces on Falling Objects]" **(due tomorrow)**
 * March 7, Thursday **
 * 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)

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:** Falling Objects Practice Problems #1-5
 * March 6, Wednesday **
 * Warm up: Solve for drop time from a 1.5 m height on Earth
 * Compare to drop time and distance info from motion sensor? (use objects w/ little air resistance)
 * Check [|this] out!
 * Firing a metal ball
 * [|Mythbusters] dropped bullet vs. fired
 * [|MIT Video]

Quiz Today on Newton's 2nd Law of Motion (F = m x a) Notes (on loose leaf paper): **Homework:** Discussion post "[|Forces on Falling Objects]" **(due Friday)**
 * March 5, Tuesday **
 * Have a calculator handy today **
 * A ball is dropped from a tower, how far does it travel after each second?
 * Compare to when a ball is thrown straight down from a tower
 * Solve for the total drop time

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 and quiz tomorrow Discussion post "[|Forces on Falling Objects]" **(due Friday)**
 * March 4, Monday **
 * Newton's 2nd Law quiz tomorrow (also falling objects, terminal velocity, etc.) **

Announcement: Please turn in any "i" work by Monday. I'll be issuing progress reports then. Returned and covered the CH 3 Test 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]
 * March 1, Friday **
 * 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 were we manipulating? (independent variable)
 * 2) What were we measuring/observing? (dependent variable)
 * 3) What parameters were 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 tomorrow)**
 * February 28, Thursday **
 * 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)**
 * February 27, Wednesday **

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] Discussion posts "[|Newton's 2nd Law]" **(due Friday)**
 * February 26, Tuesday **

Newton's 2nd Law [|Gizmo] **Homework:** Discussion response "[|Newton's 2nd Law]" **(due Friday)**
 * February 25, Monday (All Day KtO Meeting Admin.) **

Have a calculator handy today. **CH 3 Test Today!** Collect extra credit review puzzles.
 * February 22, Friday **
 * Homework: Discussion post "[|Weight vs. Mass]" due today **

Have a calculator handy today. Collect remaining weight lab sheets from yesterday 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. ** Discussion post "[|Weight vs. Mass]" due tomorrow **
 * February 21, Thursday **

Checked and displayed homework. Weight vs. mass lab: **Homework:** Weight Lab sheets (and don't forget about [|discussion response] due Friday)
 * February 20, Wednesday **
 * 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 Friday **

Display homework key Students completed weight vs. mass gizmo (Use Safari browser; go to explorelearning.com) **Homework:** [|CH 3 Study Guide] & (weight and mass gizmo if not finished in class)
 * February 19, Tuesday **
 * 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
 * CH 3 Test Friday! **

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] and Online Discussion [|Weight vs. Mass] (due Friday)
 * Feb 18, Monday (Make a new mini activity examining various spring scales, observations of their respective springs, how and why they are different, what is the range of each scale, estimate mass of various objects and then actually measure to correct precision) **

Friction Lab w/ Vernier Force Sensors: **Homework:** [|Inertia & Friction] discussion response (due tomorrow) 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 14, Thursday **
 * 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 pull...then click "Collect"
 * 7) ** 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:** Finish gizmo and do inertia discussion response by 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 13, Wednesday **
 * 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: (Time permitting? Begin discussion response) **Homework:** [|Inertia & Friction] discussion response 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, Tuesday **
 * 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)

Acceleration Quiz Today! Period 5: Quiz 1st, then complete new online discussion for this week. Period 8: Cover 2nd Acceleration homework sheet, then acceleration quiz
 * Feb 11, Monday **
 * Brief review of last week [|online discussion] response **

Acceleration Quiz Monday! Viewed Eureka acceleration part 2 / Check and cover homework. CPS review of CH 3 so far
 * Feb 8, Friday **
 * Have a calculator handy today **

Viewed: Forces and Motion (4:00-24:00) Discussion response "[|Acceleration]" (due Friday) **Homework:** Students completed [|The Car Race] graphing worksheet 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, Thursday (All Day KtO Training at Admin.) (See 2012 Archive for details) **

Checked and covered homework Introduced and began the [|Fan Cart Acceleration Gizmo]: Discussion response "[|Acceleration]" (due Friday) **Homework:** [|Acceleration Problems 2] **Acceleration Quiz Monday** 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 6, Wednesday **
 * 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.

Have a calculator handy today. Viewed acceleration video clip demos. Covered [|CH 3 Notes] on Acceleration. Returned to earlier clips to solve for acceleration. Introduced and began [|Acceleration Problems]. Respond to online discussion (time permitting) **Homework:** Finish Acceleration Problems 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 5, Tuesday **
 * Speed Quiz Today! **

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:** Speed quiz tomorrow. New discussion response "[|Acceleration]" (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).
 * Feb 4, Monday **
 * 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. 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 1, Friday **
 * Speed Quiz Tuesday **

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 tomorrow)
 * January 31, Thursday **

Have a calculator handy 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).
 * January 30, Wednesday **

5th period: Greatest Discoveries in [|Physics] **Homework:** Online discussion response "[|Distance vs. Time and Velocity vs. Time Graphs] (due Friday)
 * January 29, Tuesday (No 8th Period) **

**January 25, Friday (No 8th Period)** Period 5: Students completed "[|Balancing Chemical Equations]" on the PHeT website. Use this worksheet:

**January 24, Thursday** Period 5: Finish work on Balancing Chemical Reaction Gizmo. Respond to online discussion. Double Period 8 Mid-Term Exam Have a calculator handy today. Mid Term Exam **Homework:** Online discussion response "[|Chemistry vs. Physics] (due tomorrow)
 * Make sure to erase any stray marks on the test itself (both before and after you're done)
 * Make sure to write your name and test # on your Scantron answer sheet
 * Turn in your test and answer sheet up front when you're finished

**January 23, Wednesday SWPBS Meeting 8th Period?** Period 5: Begin work on Balancing Chemical Reaction Gizmo Period 8: Extra Credit Crossword Mid-Term Review

**January 22, Tuesday** Period 5: Have a calculator handy today. Mid-Term Exam (part 2) Period 8: CPS Mid-Term Review
 * Make sure to erase any stray marks on the test itself (both before and after you're done)
 * Make sure to write your name and test # on your Scantron answer sheet
 * Today you may work on # 61-120.
 * Turn in your test and answer sheet up front when you're finished

**January 21, Monday** Period 5: Have a calculator handy today. Mid-Term Exam (part 1) Period 8: CPS Mid-Term Review **Homework:** Online discussion response "[|Chemistry vs. Physics] (due Friday)
 * Make sure to erase any stray marks on the test itself (both before and after you're done)
 * Make sure to write your name and test # on your Scantron answer sheet
 * Today you may work on # 1-60.
 * Turn in your test and answer sheet up front when you're finished

**January 18, Friday** Periods 5: CPS Mid-Term Review Period 8: Finish work on Balancing Chemical Reactions Gizmo and weekly online discussion If you're caught up on assignments, please help out AP Environmental Students by taking [|this] brief survey.
 * Period 5 Exam Monday and Tuesday, Period 8 Exam Thursday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year and completing extra credit review puzzles. **

Periods 5: CPS Mid-Term Review Period 8: Begin work on Balancing Chemical Reaction Gizmo **Homework:** Online discussion response "[|Types of Chemical Reactions] (due Tomorrow)
 * January 17, Thursday **
 * Period 5 Exam Monday and Tuesday, Period 8 Exam Thursday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year and completing extra credit review puzzles. **

Checked and covered Practice with Significant Figures Returned and covered CH 10 Test
 * January 16, Wednesday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year and completing extra credit review puzzles. **

Continue work on Practice with Significant Figures (if you still do not understand this, ask someone who does) Extra Credit Crossword Mid-Term Review
 * January 15, Tuesday **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year and completing extra credit review puzzles. **

Finish work on "Covalent Bond" gizmo **Homework:** Practice with Significant Figures. (due Wednesday, and there will be some class time tomorrow for this) Online discussion response "[|Types of Chemical Reactions] (due Friday)
 * January 14, Monday (Regular 5th, no 8th Period) **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Finish and turn in Oxidation # Puzzles Respond to Online Discussion for this week Begin work on "Covalent Bond" gizmo (Period 8: finish this for next week, Period 5 will have additional time Monday) Returned remaining chapter tests from the first semester (NOTE: these are the best things to use to study for the Mid-Term Exam) **Homework:** Practice with Significant Figures. (due next Wednesday, and there will be some class time Tuesday for this)
 * January 11, Friday (Regular 5th, Double 8th Period) **
 * In order to prepare for the Midterm exam, focus on studying the tests from the 1st half of the year **

Viewed short streaming video clips on Ionic and Covalent Bonding (7:00 total) 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 "[|Chemical Bonding] (due tomorrow)
 * January 10, Thursday **

CH 10 Test Makes ups? 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.) Introduce Functions of and Complete the [|Ionic Bond Gizmo] (Very Short) Safari to www.explorelearning.com **Homework:** Complete Gizmo (if you did not finish in class today)
 * January 9, Wednesday **

**Homework:** Online discussion response "[|Chemical Bonding] (due Friday)
 * Jan 8 Tuesday **
 * CH 10 Test Today **

CPS review of CH 10 **Homework:** Online discussion response "[|Chemical Bonding] (due Friday)
 * Jan 7 Monday **
 * CH 10 Test Tomorrow! ** (Discuss content, format and short answer questions)

Check and cover CH 10 Study Guide View video on Noble Gases (time permitting) (Question sheet collected for credit) Extra Credit Review Puzzle offered (due Tuesday)
 * Jan 4 Friday **
 * CH 10 Test Tuesday 1/8 **

Continue & Finish student presentations Viewed CH 10 Video: "Atomic Structure" and "Halogens" (Question sheet collected for credit) **Homework:** CH 10 Study Guide
 * Jan 3, Thursday **
 * CH 10 Test Tuesday 1/8 **

Students present group projects to the class:
 * Jan 2, Wednesday **
 * Element Project Grading Form on Google Drive
 * While other groups are presenting, take a few short notes on the blank sheet provided. (At the minimum, you should get the group characteristics for each) The reverse side of this sheet has questions from accompanying video segments. I will collect and credit both sides once we've learned about all of the different groups.
 * CH 10 Test Tuesday 1/8 **

Finished work on Element Group Project (due date Wednesday 1/2/13) Element Bingo?
 * Dec 21, Friday **

Checked and covered the homework (from the past 2 days) Continued work on Element Group Project (due date Wednesday 1/2/13) (NOTE: some class time should be available tomorrow to finalize and polish your project, but you may need to work outside of class time depending on how quickly your group is progressing. Make sure you go above and beyond to make a quality project, and to get comfortable enough with the material to discuss it with the class in an intelligent, relaxed manner.) **Homework:** Online discussion response "Average Atomic Mass" (due Friday)
 * Dec 20, Thursday **

Checked and covered the homework Introduced the Periodicity Worksheet page [|1]& [|2]. **Homework:** Periodicity Worksheet (complete both sides) and Discussion response due Tomorrow Continued work on Element Group Project (due date Wednesday 1/2/13) (NOTE: some class time will be available this week, but you may need to work outside of class time depending on how quickly your group is progressing)
 * Dec 19, Wednesday **

Introduced the [|Nuclear Atom Sheet] **Homework:** Nuclear Atom Sheet (page 4 only) and Discussion response due Friday Continued work on Element Group Project (due date Wednesday 1/2/13) (NOTE: some class time will be available this week, but you may need to work outside of class time depending on how quickly your group is progressing)
 * Dec 18, Tuesday **

Viewed streaming video clips: [|alkali metals], ([|clip 2]) Continued work on Element Group Project (due date Wednesday 1/2/13) Review Project Directions (below) **Homework:** Online discussion response "[|Average Atomic Mass"] (due Friday) (NOTE: some class time will be available this week, but you may need to work outside of class time depending on how quickly your group is progressing)
 * Dec 17, Monday **

**Dec 14, Friday** Checked and covered homework Viewed brief discovery streaming video clips on each of the major categories of elements. Group Periodic Table (Group) project work and presentation (Groups of 2 or 3 maximum) ***due date** **Wednesday 1/2/13, however most of the project work should be able to be completed in class by Friday 12/21** 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, Basic 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.

**December 13, Thursday** **Announcement:** I've updated the "Extra Credit" page on our class website. I think you'll find any of these bonus opportunities a fun and rewarding opportunity. **Column 3 Element Quiz Today** Checked / Covered homework sheet 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). Online Discussion Response "[|The Periodic Table of ELEMENTS!]" (due tomorrow)
 * "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."

**December 12, 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.
 * 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.

**December 11, Tuesday** Column 2 Element Quiz Today Checked and covered 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)

**December 10, Monday** Multiple Power point reviews of column 2 from the [|"Elements to Know"]. **Column 2 Element Quiz Tomorrow!** **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. Online Discussion Response "[|The Periodic Table of ELEMENTS!]" **(due Friday)** **Below is the complete chemical symbol for a 1+ Sodium Ion**

**Dec 7, Friday** Column 1 Element Quiz Today Return and cover CH 9 Test? Completed and submitted 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"] Column 2 Element & Symbol Quiz Tuesday



**Dec 6, Thursday** Intro and begin [|Element Builder Gizmo] (Please write answers on answer sheet only) Column 1 element Power point review. Column 1 Element & Symbol Quiz tomorrow **Homework:** Online Discussion Response "Atoms from the Human Perspective" **(due tomorrow)**

[|Here] is a great description of human perspective "Frame of Reference" and how it limits our understanding of the nature of atoms.

**Dec 5, Wednesday (SWPBS Meeting 5th - 9th period)** We will cover the "Counting Atoms" homework tomorrow *Column 1 Element & Symbol Quiz Friday 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!** Complete [|Structure of the Atom Coloring] activity: Typically we View streaming videos here on: Simple Science (Atoms), a [|Better Model?], also [|Video] : Quarks inside the Atom and [|Video] : The Space between Atoms. **However, students will not be able to view these since Youtube is blocked on their accounts.** Finally, please study the diagram below to better understand "Counting Atoms" from yesterday
 * 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 (Neatly)
 * 3) Use each color only once



**Dec 4, Tuesday** Handed out 3-column list of [|"Elements to Know"] and Periodic Table. Column 1 Element & Symbol Quiz on Friday. Covered [|CH 10 Notes] thru slide 12 and counting atoms Viewed Eureka video on Atoms Brain Pop Cartoon "[|Atoms]" (2:45) and "[|Atomic Model]" (4:09) Column 1 element Power point review (time permitting) **Homework:** [|Counting Atoms Practice] due tomorrow.

**Dec 3, Monday** **CH 9 Test Today** **Homework:** Online Discussion Response "[|Atoms from the Human Perspective]" **(due Friday)**

**November 30, Friday** Checked and covered CH 9 Study Guide CH 9 CPS Review **CH 9 Test Monday (Prep for short answer on ice cream lab, mixture separation lab, solubility and rate of solution lab, classification of matter flowchart, etc.)**

**November 29, Thursday** CH 9 Extra Credit Crossword Review Offered (due test day) Solubility Quiz Today **Homework:** CH 9 Study Guide and Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due tomorrow)** **CH 9 Test Monday 12/3** **Homework:** Online Discussion Response "[|Solubility and Rate of Dissolving]" due tomorrow.

**November 28, Wednesday** 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

**Solubility Quiz Tomorrow! (Be able to graph solubility data, and interpret the graph)** **CH 9 Test Monday 12/3**
 * 1) Read, and follow directions carefully. Absolutely no horseplay, and goggles must be worn at all times during this lab.
 * 2) 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.

**November 27, Tuesday** 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. Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)** **Solubility Quiz Thursday 11/29 (Be able to graph solubility data, and interpret the graph)** **CH 9 Test Monday 12/3** **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 26, Monday** Students worked on CH 9 Study Guide and Online Discussion Response "[|Solubility and Rate of Dissolving]" **(due Friday)**

Revisit measuring volume with accuracy and precision lab: Part 2
 * Nov 21, Wednesday **
 * 1) Find a partner and get 1/2 sheet of paper.
 * 2) Look at the cubic meter and predict how many of them would fit in this room (ignoring counters, desks, lab tables and anything else that takes up space)
 * 3) Write down your initial prediction
 * 4) Now take the measurements you need to calculate the volume of this room in cubic meters (Note: there is more than one way to do this correctly)
 * 5) Calculate the volume of this classroom in cubic meters. Remember: Always estimate 1 digit when measuring, and always limit the precision of your calculated answer to the least precise value within your calculation.
 * 6) Was your calculated answer close to prediction? Explain.
 * 1) Look at the cubic meter and the cubic decimeter and cubic centimeters inside.
 * 2) Predict how many of them would fit inside of the cubic meter and write these down
 * 3) Now take the measurements you need and calculate how many will actually fit inside

**Nov 20, Tuesday** Viewed **[|Video]: Why Do I Need Salt to Make Ice Cream?** Ice Cream Lab (get plastic spoons in Cafe):
 * 1) Lab Safety:
 * Salts: DO NOT eat them or get them in or around your eyes, etc.
 * DO NOT deviate from verbal and written lab directions (Results in a zero grade and/or loss of lab privilege, disciplinary action)
 * Simply use common sense and common courtesy
 * 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) Make lab area look like it did when you arrived

**Nov 19, Monday** Viewed [|Solubility Video](13:22) Solubility and rate of solution lab **(Part 2):** "Solubility of salt in cool vs. hot water" **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.

**Nov 16, Friday** 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: 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?

**Nov 15, Thursday** 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 tomorrow) 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

**Nov 14, Wednesday** 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 due Friday **[|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 [|Compounds and Mixtures Coloring] activity, classification of matter flowchart (online), and online discussion.

Begin work on Classification of matter flowchart activity (pairs if you want)
 * Nov 13, Tuesday (IEP AF 1:45) (Debate 1-2 PM) **
 * 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:
=== Homework: Complete the [|CH 9 Concept Map] (on back of notes page 3) === 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) 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.
 * 4) === *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." ===

**Nov 12, Monday** 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 Mixture Separation]" (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

**Nov 9, Friday (IEP 11:00 - 12:00)** 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)
 * The end of the 1st marking period is Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **

**Nov 8, Thursday** Viewed Brain Pop Cartoon "[|Property Changes]" (2:27) and Short Video on [|Props & Changes] (3:00) Covered [|CH 9 Notes] through slide 12. 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 Respond to discussion topic "Physical vs. Chemical Properties and Changes" **(due Friday)** **Homework:** [|Chemical and Phys. Props and Changes Sheet]and **Discussion Topic: "[|Physical and Chemical Properties and Changes]" (due tomorrow)** **S11.C.1.1** Explain the relationship between the structure and properties of matter
 * The end of the 1st marking period is Nov. 12th. 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.

**Nov 7, Wednesday** **CH 8 Test Today. If you finish early, grab a laptop and complete the online discussion response for this week.**

**Nov 6, Tuesday** 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. CPS review of CH 8 as a class **CH8 Crossword Review due for extra credit tomorrow** **CH 8 Test tomorrow**

**Nov 5, Monday** Check [|this] out! Collect Boyle's Law Gizmo (Period 5) Check and cover Gas Lab Problems Offered Extra Credit Review Puzzle due Wednesday **Homework:** [|CH 8 Study Guide] **and New Discussion Topic: "[|Physical and Chemical Properties and Changes]" (due Friday)** **CH 8 Test Wednesday 11/7** **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 Nov. 12th. Submit incomplete "i" work NOW and STAY CAUGHT UP! **


 * Oct 29, Monday - Nov. 2, Friday (School Closed for Hurricane Sandy) **

**October 25, Thursday** ** The end of the first marking period is November 6th. 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 Wednesday 10/31**
 * 1) **New Discussion Topic: "[|Phase Changes]" (due Tomorrow)**
 * 2) **Gas Law Problems**
 * 3) **Boyle's / Charles' Law Gizmo**

**October 24, Wednesday** ** The end of the first marking period is November 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** (Have a Cartesian diver on hand) Completed the Boyle's Law Lab (with gas pressure sensors): Additional dry ice demos? (time permitting) **Homework:** Finish Lab and Create a graph of data **CH 8 Test Wednesday 10/31** **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**
 * Follow directions on lab sheet, answer questions on answer sheet, graph data on graph paper
 * Demo of using pressure sensor and saving data points
 * Make sure you **set the plunger to 10 mL before connecting it** to the gas pressure sensor

**October 23, Tuesday** ** The end of the first marking period is November 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** Checked and covered the homework Dry Ice Lab/Demos: ** Safety Concerns: It is extremely dangerous to handle dry ice without proper personal protective equipment. ** **Procedure:** **CH 8 Test Wednesday 10/31** **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**
 * 1) Observe the behavior of dry ice and take it's surface temperature. Questions?
 * 2) Demos: 2, 3, 4, 5, 6 (balloon), 7, and 8 as a class
 * 3) Small groups perform demos: 1, 2, 3 and 8 at lab stations using sink, water, thermometer etc.

**October 22, Monday** ** The end of the first marking period is November 6th. Submit incomplete "i" work NOW and STAY CAUGHT UP! ** **Collected Remaining Phase Change __Labs__ and __Gizmos.__** Checked and covered the homework. **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] (or can we get it them done in class?) **Homework: New Discussion Topic: "[|Phase Changes]" (due Friday)** **CH 8 Test Wednesday 10/31** **S11.C.2.1** Analyze energy sources and transfer of energy, or conversion of energy.

**October 19, Friday** ** Have a calculator handy in class today ** Reviewing the graph of "Temperature vs. Time" from the Phase Changes Lab: Finished the [|Phase Change Gizmo](as a class?) Determining the distance and midpoint between 2 points on a Temperature vs. Time Graph Homework: "8-3: Changes in State" [|Reinforcement] and [|Study Guide] and Phase Change Gizmo due Monday S11.C.2.1 Analyze energy sources and transfer of energy, or conversion of energy.
 * Can you identify melting, melting point, freezing, freezing point, boiling, boiling point, heat of fusion, and heat of vaporization?
 * 1) Take a few minutes to answer the questions on your own
 * 2) Go over questions as a group

**October 18, Thursday** Demo of Phase Change Lab with magnetic stirrer 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: New Discussion Topic: "[|Kinetic Molecular Theory of Matter]" (due tomorrow)** 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 17, Wednesday** 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 5: Assist with computer/lab setup Period 8: Assist with lab clean up Key items and safety for the lab today: Take some boiling water from the first group done with the lab, 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. 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. (Keep chords and everything else out of the way!)
 * 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 16, Tuesday (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)

**October 15, Monday (Get Ice)** Brain Pop Cartoon "[|States of Matter]" (4:30) Checked and covered the homework Covered [|CH 8 Notes] through slide 17 Demo: Aluminum Can vs. Atmospheric Pressure **(Use torch for best effect)** **Homework: New Discussion Topic: "[|Kinetic Molecular Theory of Matter]" (due Friday)** S11.C.2.1 Analyze energy sources and transfer of energy, or conversion of energy.
 * 1) Observe
 * 2) Hypothesize (Possible explanations?) Illicit responses
 * 3) Accepted Explanation [|Can this happen on a larger scale?]
 * What is atmospheric pressure?
 * What is happening at the molecular level during condensation?

**October 12, Friday** 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. **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)

**October 11, Thursday** **CH 1&2 Test Today** **Homework: Chapter 1&2 Study Guide. New Discussion Topic: "[|States of Matter]" (due tomorrow)** **S11.A.2.1.3** Use data to make inferences and predictions, or to draw conclusions, demonstrating understanding of experimental limits.

**October 10, Wednesday (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 unit) 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!** **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).

**October 9, Tuesday** QuOTD: "Experience is not what happens to a man. It is what a man does with what happens to him." - Aldous Huxley 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 Topic: "[|States of Matter]." If you're still having trouble with the topic of significant figures, please visit [|this link].** **CH 1&2 Test Thursday 10/11** **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.

**October 5, Friday** QuOTD: "Never demand as a right what you can ask as a favor." -Elanor Roosevelt Viewed Cosmic Voyage DVD

**Oct 4, Thursday** "The keenest sorrow is to recognize ourselves as the sole cause of all of our adversities." -Sophocles ** Have a calculator handy in class today. ** Collect answers from online quiz Covered remaining [|CH 2 Notes] Introduced and practiced using temperature conversion formulas. 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 1 digit**.) After completing your first station, take the thermometer with you to the rest of the stations. **CH 1&2 Test Next Week** **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 Surface (Use great care not to break these)
 * 5) 40 Watt Light Bulb Surface
 * 6) Air Temp Near Ceiling (there is a meter stick with a thermometer attached to it)
 * 7) Air Temp Near Floor

**Oct 3, Wednesday** "A committee of one gets things done." - Joe Ryan ** Have a calculator handy in class today. ** Viewed **Brain Pop "[|Buoyancy]" (2:00)** **Discuss questions from**[| Class Density Activity] **Metric and Density Quiz Today!** **Homework: Take this [|online quiz]. Record the correct answers for #1-20 on paper to be turned in tomorrow. New discussion post on, "[|Density]"**

**Oct 2, Tuesday** "The greatest mistake you can make in life is to be continually fearing you will make one." -Elbert Howard ** Have a calculator handy in class today. ** ** Check and cover homework ** State your own testable **prediction** "will" or "if....then" statement for each of the questions on back (leave room for answer): Object Descriptions for Density Activity: **(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**) **Homework: Answer the questions from the Class Density Activity today** **Metric and Density Quiz Tomorrow** **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]
 * 1) How does the density of an object compare to whether it floats or sinks in water?
 * 2) Can objects have equal mass and different densities?
 * 3) Can objects have equal volume and different densities?
 * 4) Can 2 different sized objects made of the same material have equal density?
 * 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) Small groups take measurements and calculate the density of the samples with attention to correct significant figures
 * 10) Share your group data with the class, predict flotation based on density, and test it in the enormous clear water jug

**October 1, Monday** **"T**he only way to predict the future is to have power to shape the future." - Eric Hoffer ** Have a calculator handy in class ** **Announcement:** Review declining participation in [|discussion forum]. **Bottom line:** I covered a lot of folks by accepting late responses on paper, but not anymore. No offense. On a separate (yet maybe connected) note: If you bring me 1 (12 oz. can) of soda before homeroom tomorrow, I will award you 5 extra credit points! Checked and covered homework Viewed Eureka cartoons on "Mass" and "Volume & Density" (9:00 total) **Brain Pop "[|Buoyancy]" (2:00)** Covered [|density and formulas notes] **Homework: [|Density Problems Sheet]****& New discussion post on, "[|Density]"** **Metric and Density Quiz Wednesday 10/3**

**September 28, Friday** **Quote of the Day: "It is well to remember that the entire population of the universe, with one trifling exception, is composed of others." - Andrew J. Holmes** ** Have a calculator handy in class **. Discussed results of volume lab (looking at some liquid and solid samples): Discussed results of mass lab (particularly stations #6 **metal cube** & #7 **10 mL water**) Finished work on [|density gizmo] Already done? Awesome! Knock out the homework sheets so you don't have anything to take home for the weekend! **Homework:** Completed "[|Measuring Length Skills Practice]" and [|Mass Worksheet] **Metric and Density Quiz Wednesday 10/3** **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.
 * 1) Samples 1-10 become more until you get to #10.
 * 1) Rounding and Significant Digits
 * 2) Calculating the density of Water

**September 27, Thursday** **Quote of the Day: "A little more persistence, a little more effort, and what seemed hopeless failure may turn to glorious success." - Elbert Hubbard** **Finished work on the volume and mass labs. Which 2 divisions does your quantity lie between? Estimate 1 digit!** Began work on [|density gizmo]. **Metric and Density Quiz next 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).
 * Important Announcement:** There is an online discussion topic assignment every week. Your complete response is due by the end of the school day on Friday of each week. If you missed the first and/or second discussions so far, you can write your responses to them on paper by tomorrow and still receive credit. **Last opportunity for this!**
 * 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
 * Homework: New discussion post on "[|Measurement]" (response due by 2:30 PM tomorrow)**

**September 26, Wednesday (SWPBS Mtg. Period 1)** **Quote of the Day: "Don't aim for success if you want it; just do what you love and believe in, and it will come naturally."** Collected Volume activity sheets (from yesterday) 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) 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).
 * Homework: New discussion post on "[|Measurement]"**
 * 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 25, Tuesday** **Quote of the Day:** “One Original Thought is worth 1,000 Meaningless Quotes." -Bansky and Mr. Brian Davies **Checked and covered homework** **Review ROUNDING the # of DECIMAL PLACES when adding or subtracting vs. # OF SIG. FIGS. when multiplying or dividing (use overhead projector with metric ruler transparency and blocks)**  Viewed [|Where the heck to round]  **Complete volume lab: Which 2 divisions does your quantity lie between? Estimate 1 digit!**
 * McHugh response:** I think you have a point, but I retort with, "If I have seen further, it is by standing on the shoulders of giants." - Isaac Newton
 * 1) Adding & Subtracting measures made using the same device (precision) **length and volume**
 * 2) Adding & Subtracting measures made using a different device (precision) **length and volume**
 * 3) Multiplying & Dividing measures made using the same device (precision) **area and volume**
 * 4) Multiplying & Dividing measures made using a different device (precision) **volume**

**September 24, Monday** **Quote of the Day: "The difference between something good and something great is attention to detail." - Charles R. Swindoll** ** Have a calculator handy today ** Checked and covered homework Begin the "[|Measuring Volume]" lab. Lab sheets were collected. (NOTE: See me about making up this lab if you were absent today) **Tips:** **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) **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.**
 * 3) **Quick lesson on ROUNDING the # of DECIMAL PLACES when adding or subtracting vs. # OF SIG. FIGS. when multiplying or dividing (use overhead projector with metric ruler transparency and blocks)**
 * 1) **Homework:** Calculating the Number of Significant Figures (**Side 2**)
 * 2) **New discussion post on "[|Measurement]"**

**September 21, Friday** **Quote of the Day: "Fast is fine, but accuracy is everything." - Wyatt Earp** Practiced estimating measurements and conversions on overhead Students used SAFARI to go to explorelearning.com and begin working on the [|Triple Beam Balance Gizmo]. **(pairs)** Return work **Homework:**
 * 1) "Determining the Number of Significant Figures" (Side 1 only)
 * 2) "Estimating Measurements"
 * 3) Finish the questions from the "Measuring Length 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). **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 20, Thursday** **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 ** 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. (**36** total measures) **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) 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
 * 1) "Determining the Number of Significant Figures" (**Side 1**)
 * 2) "Estimating Measurements"
 * 3) Finish the questions from your "Measuring Length Lab" today

===**Sept 19, Wednesday (Next Time: to introduce calculations with sig. figs.: have students measure, then calculate volume and density while showing their work, but not being given specific directions on how to round. Compare answers from various groups. *Repeat as needed to emphasize purpose of measuring and calculating correctly) *Also, incorporate Fermi questions at this time and in the future to teach appropriate ("logical") estimation and calculation.**===

**Quote of the Day: "In the field of science, the accuracy of the measurement of a quantity is the degree of closeness of that measurement to that quantity's actual (true) value. The precision of a measurement is the degree to which repeated measurements under unchanged conditions show the same results." - Wikipedia** [|Nice Accuracy vs. Precision Explanation] (6:00) & [|Accuracy and Precision] (2:25) Checked / covered homework Practiced estimating measurements and conversions on overhead Viewed streaming video on measurement (17:00-37:00) **Homework: ** (Measure the 2 lines 1st using a dm ruler, then a cm ruler, finally a mm ruler) **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).

"Reliability of Sources" with Mrs. Madden in the Library
 * Sept 18, Tuesday**

**September 17, Monday** **Quote of the Day: "Be precise. A lack of precision is dangerous when the margin of error is small" - Donald Rumsfeld** Reward for metric conversion practice / Display worksheet key Continued CH 2 notes through slide 25 "Sig. Figs." Covered [|Measurement-Precision Notes] through "Sig. Figs." **Homework:** "2-1: Standards of Measurement" [|Reinforcement] and [|Study Guide] due tomorrow **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).
 * Tomorrow this class will meet in the Library (Go directly there) **

**September 14, Friday** **Quote of the Day: "When the well runs dry, we know the worth of water." - Ben Franklin** Scientific Method Quiz Today Practiced metric conversions as a group with demonstrations. **Homework:** [|Metric Conversion] **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 13****, Thursday** **Quote of the Day: "An essential aspect of creativity is not being afraid to fail. - Edwin Land** Covered [|CH 2 Notes] through slide 15  Discuss **Scientific Method Quiz tomorrow!**  Students began work on the [|Design Your Own Measuring Device] activity: ** (already done Fall 2012) **  Extra time? Mini vocab review game from chapter 1 (See //Wordle// diagram below):  **Homework:** Review for **Scientific Method Quiz tomorrow!**  **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).
 * 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"
 * left side of room vs. right
 * Project //Wordle// diagram on dry erase board (ctrl+alt+apple+8)
 * Take turns trying to correctly **explain** a word of your choice. You may confer with your team before answering and each correct response is worth 1 point. If I decide your response is incorrect or incomplete, the opposing team will have a chance to steal the question for 1 point. Game duration depends on how much time we have.

**September 12, Wednesday** **Quote of the Day: "It is a good thing to learn caution from the misfortunes of others." - Publilius Syrus** Collected experimental data **sheets** and lab safety contracts I introduced and students performed the "Intro to Data Colection" Lab **Safety for this lab:** **Homework:** Answer lab questions **Scientific Method Quiz Friday, September 14**
 * 1) **Keep computer far from beakers of hot and cold water**
 * 2) **Follow lab and teacher instructions carefully**

**September 11, Tuesday** **Quote of the Day: "No amount of experimentation can ever prove me right; a single experiment can prove me wrong." - Einstein** Viewed lab safety video (15:00). Collected quiz sheet at the end. Complete work on the reaction time lab: **Scientific Method Quiz Friday, September 14** **Homework:** Completed reaction time lab and signed safety contract
 * Discuss why, if any, unreliable data were omited.
 * Share overall reaction time experimental data results and how they were calculated.
 * 33 females had an average reaction time of 0.3599 seconds and 22 males had an average reaction time of 0.3525 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.

**Sept 10, Monday** **Quote of the Day: "It is a capital mistake to theorize before one has data." - Arthur Conan Doyle** 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.

**Sept 7, Friday** **Computer Use Rules: Please Handle Carefully, Use Appropriately, and Plug Back into Correct Spot** In order to facilitate Discussion Forum, setup wikispaces accounts: 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: YourLastName2012 password: **?** **(But make sure you write it down!)**
 * 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]

**Sept 6, Thursday** **Quote of the Day: "Failure is often a temporary condition. Giving up is what makes it permanent."** **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) Students began work on the [|Design Your Own Measuring Device] activity:
 * Introduce procedure (All measures must have 1 estimated digit and a unit included)
 * Changes to "Samples" being measured
 * Partners
 * Discuss

**September 5, Wednesday (NOTE: SWPBS and Technology issues = Rearranged Schedule for these dates)** **Quote of the Day: "Patience, persistence, and perspiration make an unbeatable combination for success." - Napoleon Hill** Checked homework (signed syllabus) **SWPBS Study Hall Expectation Lesson (1st 10 min. of 8th period)** 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!

**September 4, Tuesday (****Periods 1 - 4 are 30 min.)** **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!** Attendance (during meet & greet activity), Welcome, and Fire Exit Procedure Covered Course Syllabus and Expectations **Homework:** Get syllabus signed for tomorrow. (10 points) Interview and introduce a neighbor (someone you don't know yet) / Cover course syllabus and expectations:
 * How many of you love to get stuff for free?
 * What would you say if I offered you a bunch of cash for free!?
 * How much $ do you think NASD spends per student each year?
 * Our district [|website]. (Please pay particular attention to the final figure at the bottom)
 * I'm going to continue to try my best to give you your money's worth!
 * With that said, **Learning is an active process.** People learn in different ways, and at different speeds, etc. but I think we can all agree that we generally learn more effectively when we are actively engaged in the process. What is the best way to acquire **KNOWLEDGE**? Information is everywhere, I'm asking about [|knowledge] (Censor/Bleep 2nd vid. @ 2:45)
 * 1) Meet & Greet activity
 * 2) **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) **Introduce** him or her briefly and effectively (30-60 sec.), tell us what you learned, and give us **one piece of info from the syllabus or one class rule**
 * 2) Class Website
 * 3) Textbooks (time permitting)