Transcript 1/24/11 - Bibb County Schools

TODAY IS:
Wednesday, March 23, 2011
"Do not call for black power or green power. Call
for brain power."
- Barbara Jordan
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Opening- GPS Org.
*Opening- 1st 10 min. of class each day.
Work Session
Motion Lab and Reading Strategies
Review
Motion Test Review
Closing- GPS Organizer
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3/23/11
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Opening- GPS Org.
*Opening- 1st 10 min. of class each day.
Work Session
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Energy Unit Test
Force, Work and Power- Cornell
Notes/Practice
Interactive Notebook
Closing- GPS Organizer
2/24/11
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Opening- GPS Org.
*Opening- 1st 10 min. of class each day.
Work Session
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Energy Lab Group Presentations
Energy Calculations- Cornell Notes/Practice
Interactive Notebook
Closing- GPS Organizer
2/17/11
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Opening- GPS Org-Atom Quiz
*Opening- 1st 10 min. of class each day.
Work Session
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States of Matter PPT
Phases of Matter Activity
Atoms and Matter Cooeprative Groups
Closing- GPS Organizer
2/1/11
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Opening- GPS Org*Opening- 1st 10 min. of class each day.
Work Session
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Atoms and Matter Standard and PPT
Atom Drawings
Atoms and Matter Cooeprative Groups
Closing- GPS Organizer
1/31/11
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Opening- GPS Org- PGPS- pg. 105-B/C
*Opening- 1st 10 min. of class each day.
Work Session
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Atoms and Matter Standard and PPT
Atom Drawings
Atoms and Matter Cooeprative Groups
Closing- GPS Organizer
1/27/11
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Opening- Review for Unit Test
*Opening- 1st 10 min. of class each day.
Work Session
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Scientific Processes Unit Test
Atoms and Matter Standard and PPT
Closing- GPS Organizer
1/26/11
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Opening- PGPS Chpt 1 Review pg. 41-44
*Opening- 1st 10 min. of class each day.
Work Session
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Metric Calculations- Scientific
Notation/Density/Graphing Skills
Scientific Processes Test Review
Atoms and Matter
Closing- GPS Organizer/ Test Review
1/25/11
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Opening- Scientific Processes Quiz
*Opening- 1st 10 min. of class each day.
Work Session
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Metric Calculations- Scientific
Notation/Density/Graphing Skills
Interactive Notebooks
Scientific Processes Test Review
Closing- GPS Organizer
1/24/11
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Opening*Opening- 1st 10 min. of class each day.
Work Session
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Review class expectations, syllabus
Lab Safety PPT
Lab Safety Learning Stations
Closing
Review Safety Learning Stations
1/6/11
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Opening-Safety Rules AND Spongebob
Story
*Opening- 1st 10 min. of class each day.
Work Session
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Lab Safety PPT
Lab Safety Learning Stations
Closing
Review for Safety Test
1/7/11
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Opening-Lab Safety Review
*Opening- 1st 10 min. of class each
day.
Work Session
Lab Safety Test
Scientific Processes PPT
Scientific Processes WS
Closing- GPS Org
1/12/11
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Opening-Scientific Method Quiz
*Opening- 1st 10 min. of class each
day.
Work Session
Scientific Processes PPT Review
Scientific Processes Stations
Closing- GPS Org
1/13/11
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Opening*Opening- 1st 10 min. of class each day.
Work Session
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Controlled experiment and activity
Metrics Discussion and Measurement Lab
Scientific Processes Stations
Closing- GPS Org
1/18/11
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Opening-Measurement Vocabulary
Exercise/GPS Org
*Opening- 1st 10 min. of class each day.
Work Session
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Controlled experiment Review (HW)
Metrics Discussion and Measurement Lab
Closing- GPS Organizer
1/19/11
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Opening-Measurement Vocabulary
Exercise/GPS Org
*Opening- 1st 10 min. of class each day.
Work Session
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Measurement Lab
Metric Calculations
Graphing Skills
Closing- GPS Organizer
1/20/11
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SCSh2. Students will use (apply) standard
(basic) safety practices (instructions) for
all classroom laboratory and field
investigations (experiments).
 A. Follow correct procedures (steps) for use
(apply) of scientific apparatus (equipment) .
 B. Demonstrate (show) appropriate
(correct) technique (steps) in all laboratory
situations.
 C. Follow correct protocol (guidelines) for
identifying (recognizing) and reporting
(explaining) safety problems and violations.
Lab Safety
Lab Safety
 1. What equipment is used in the
lab?
 2. What rules should be followed
while in the lab?
 3. What safety symbols represent
the rules in the lab?
 4. What first aid procedures should
be followed?
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SCSh3. Students will identify and
investigate problems scientifically.
A. Suggest reasonable hypotheses for
identified problems.
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B. Develop procedures for solving scientific
problems.
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C. Collect, organize and record appropriate
data.
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D. Graphically compare and analyze data
points and/or summary statistics.
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E. Develop reasonable conclusions based on
data collected.
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F. Evaluate whether conclusions are
reasonable by reviewing the process and
checking against other available information.
Scientific Processing Skills
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Processing Skills
 1. What steps does a scientist take
to solve a problem?
 2. How does a scientist use the
scientific method to solve a problem?
 3. How is data collected and
organized from an experiment?
 4. Why is it important for a scientist
to follow procedures when
conducting scientific research?
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SCSh4. Students will use tools and instruments for observing, measuring,
and manipulating scientific equipment and materials.
a. Develop and use systematic procedures for recording and organizing
information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical
models.
SCSh5. Students will demonstrate the computation and estimation skills
necessary for analyzing data and developing reasonable scientific
explanations.
a. Trace the source on any large disparity between estimated and calculated answers to
problems.
b. Consider possible effects of measurement errors on calculations.
c. Recognize the relationship between accuracy and precision.
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d. Express appropriate numbers of significant figures for calculated
data, using scientific notation where appropriate.
e. Solve scientific problems by substituting quantitative values,
using dimensional analysis, and/or simple algebraic formulas
as appropriate.
Metrics and Measurement
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SPS1. Students will investigate our current understanding of
the atom.
a. Examine the structure of the atom in terms of
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proton, electron, and neutron locations.
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atomic mass and atomic number.
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atoms with different numbers of neutrons (isotopes).
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explain the relationship of the proton number to the element’s
identity.
b. Compare and contrast ionic and covalent bonds in terms of
electron movement.
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How do the subatomic particles of an
atom affect its characteristics?
Why do some atoms gain electrons
while others lose them in chemical
reactions?
If an atom loses an electron, why
would the resulting particle have a
positive charge?
SPS4. Students will investigate the arrangement of the Periodic
Table.
a. Determine the trends of the following:
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Number of valence electrons
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Types of ions formed by representative elements
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Location of metals, nonmetals, and metalloids
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Phases at room temperature
b. Use the Periodic Table to predict the above properties for
representative elements.
1.
2.
What important information can we
learn from the periodic table?
How does knowing trends on the
Periodic Table help scientists predict
properties of the representative
elements?
SPS5. Students will compare and contrast
the phases of matter as they relate to atomic
and molecular motion.
a. Compare and contrast the atomic/molecular
motion of solids, liquids, gases and plasmas.
b. Relate temperature, pressure, and volume of
gases to the behavior of gases.
SPS3. Students will distinguish the characteristics and
components of radioactivity.
a. Differentiate among alpha and beta particles and gamma
radiation.
b. Differentiate between fission and fusion.
c. Explain the process half-life as related to radioactive
decay.
d. Describe nuclear energy, its practical application as an
alternative energy source, and
its potential problems.
SP2. Students will evaluate the significance
of energy in understanding the structure of
matter and the universe.
a. Relate the energy produced through
fission and fusion by stars as a driving force
in the universe.
b. Explain how the instability of radioactive
isotopes results in spontaneous nuclear
reactions.
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How would the mass of a 10-g
sample of carbon-14 change after
one half life?
In what ways does nuclear radiation
affect living things?
If there were an ionizing radiation
leak in this room, how would you
shield yourself?
How can nuclear radiation be both
dangerous and beneficial to humans?
SP3. Students will evaluate the forms and transformations of
energy.
a. Analyze, evaluate, and apply the principle of conservation of energy
and measure the components of work-energy theorem by
• describing total energy in a closed system.
• identifying different types of potential energy.
• calculating kinetic energy given mass and velocity.
• relating transformations between potential and kinetic energy.
b. Explain the relationship between matter and energy.
SPS7. Students will relate transformations and flow of energy
within a system.
a. Identify energy transformations within a system (e.g. lighting
of a match).
b. Investigate molecular motion as it relates to thermal energy
changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass,
specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use
of a phase diagram.
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What is energy?
Where does energy come from?
How does energy get from one place to
another?
How do you determine if something has
energy?
How are work, power and energy related?
How can we observe and describe
transmission of various forms of energy?
How is energy conservation revealed in the
real world?
SPS8. Students will determine relationships among force, mass, and
motion.
a. Calculate velocity and acceleration.
b. Apply Newton’s three laws to everyday situations by explaining the following:
Inertia
Relationship between force, mass and acceleration
Equal and opposite forces
c. Relate falling objects to gravitational force
d. Explain the difference in mass and weight.
e. Calculate amounts of work and mechanical advantage using simple machines.
SP1. Students will analyze the relationships between
force, mass, gravity, and the motion of objects.
a. Calculate average velocity, instantaneous velocity, and
acceleration in a given frame of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships
among position, velocity, acceleration, and time.
d. Measure and calculate the magnitude of frictional forces
and Newton’s three Laws of Motion.
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What is the difference between speed, velocity, and acceleration?
How do Newton's 3 laws apply to real life situations?
What is the difference between a vector and a scalar?
What are the definitions of displacement, distance, position,
resultant, speed, velocity, time interval, and acceleration?
Can you categorize the terms given above as either a vector or a
scalar? Do it!
Can you carry out vector addition problems using vector diagrams,
component vector analysis, and trig functions? (Provide evidence
via examples!)
What is the equation for average velocity?
What is the difference between average velocity and instantaneous
velocity?
What is the equation for average acceleration?
Can you calculate the average velocity and average acceleration of
an object in motion? (Provide evidence via examples!)
Can you correctly describe the motion of an object given its
position vs. time, velocity vs. time, and/or acceleration vs. time
graph?
Can you correctly construct a position vs. time, velocity vs. time,
and/or acceleration vs. time graph for an object in motion?
SP1. Students will analyze the relationships
between force, mass, gravity, and the motion of
objects.
e. Measure and calculate the magnitude of gravitational
forces.
f. Measure and calculate two-dimensional motion
(projectile and circular) by using component vectors.
g. Measure and calculate centripetal force.
h. Determine the conditions required to maintain a body
in a state of static equilibrium.
SP3. Students will evaluate the forms and
transformations of energy.
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c. Measure and calculate the vector nature of momentum.
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d. Compare and contrast elastic and inelastic collisions.
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e. Demonstrate the factors required to produce a change
in momentum.
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f. Analyze the relationship between temperature, internal
energy, and work done in a physical system.
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g. Analyze and measure power.
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How is circular motion like and unlike
linear motion?
What causes circular motion?
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What is a vector?
At which point in its path does a
projectile have minimum speed?
What is a projectile?
What type of force causes an object
to follow a circular path?
SPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy.
b. Relate frequency and wavelength to the energy of different
types of electromagnetic waves and mechanical waves.
c. Compare and contrast the characteristics of electromagnetic
and mechanical (sound) waves.
d. Investigate the phenomena of reflection, refraction,
interference, and diffraction.
e. Relate the speed of sound to different mediums.
f. Explain the Doppler Effect in terms of everyday interactions.
SP4. Students will analyze the properties and applications of waves.
a. Explain the processes that results in the production and energy
transfer of electromagnetic waves.
b. Experimentally determine the behavior of waves in various media in
terms of reflection, refraction, and diffraction of waves.
c. Explain the relationship between the phenomena of interference and
the principle of superposition.
d. Demonstrate the transfer of energy through different mediums by
mechanical waves.
e. Determine the location and nature of images formed by the reflection
or refraction of light.
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Where do waves come from?
How do you know that waves carry
energy?
What mediums do waves travel through?
How does knowledge of waves help us
understand our world better and improve
the quality of our lives?
What are waves?
How are waves generated?
How do waves behave in different media?
SPS10. Students will investigate the properties of electricity and
magnetism.
a. Investigate static electricity in terms of
•friction
•induction
•conduction
b. Explain the flow of electrons in terms of
•alternating and direct current.
•the relationship among voltage, resistance and current.
•simple series and parallel circuits.
c. Investigate applications of magnetism and/or its relationship to the
movement of electrical charge as it relates to
•electromagnets
•simple motors
•permanent magnets
SP5. Students will evaluate relationships between
electrical and magnetic forces.
a. Describe the transformation of mechanical energy into
electrical energy and the transmission of electrical energy.
b. Determine the relationship among potential difference,
current, and resistance in a direct current circuit.
c. Determine equivalent resistances in series and parallel
circuits.
d. Determine the relationship between moving electric
charges and magnetic fields.
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What are electric fields?
How are electric fields created?
Why are electric fields important?
How is energy stored in electric fields?
How do electrical circuits work?
How can we predict the behavior of an
electrical circuit?
How is energy stored in them?
How do different circuits perform different
jobs?
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What produces magnetic fields?
How is energy stored in magnetic
fields?
How do we use magnetic fields to
generate
currents?
SP6. The student will describe the corrections to Newtonian physics
given by quantum mechanics and relativity when matter is very
small, moving fast compared to the speed of light, or very large.
a. Explain matter as a particle and as a wave.
b. Describe the Uncertainty Principle.
c. Explain the differences in time, space, and mass measurements by
two observers when one is in a frame of reference moving at constant
velocity parallel to one of the coordinate axes of the other observer’s
frame of reference if the constant velocity is greater than one tenth
the speed of light.
d. Describe the gravitational field surrounding a large mass and its
effect on a ray of light.
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Week of: 2/14/11
Monday- Overview of Energy Worksheet
Tuesday- Potential and Kinetic Energy
Worksheet
WednesdayThursday-GPE Calculations WS
Friday-
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Come to class on time and prepared.
Complete all assignments and make up
work- ISS, OSS, Absences
Observe Learning Norms! Class rules!
Cherry Blossom Week
Announcements- Motion Test Thurs./Fri.,
Progress Reports, Parental Contact
Sports-Support NE baseball and track.
Lab Activity Directions
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Observe Safety Guidelines at all
times!!!!!!!!!!
Do not touch any materials on the
lab table.
Do not put anything on the lab
table.
Place your belongings away from
the lab table.
Wait for directions! Follow
directions!
You will leave the room as you
Test Today!
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Please review your study questions
or ”Cheat sheet”.
Be sure that you have completed all
assignments for this unit and have
turned them in.
After you are done, bring me your
test, organize your notebook, and
write the standard for the next
unit –GPS Org.