Bhs physics
WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 1Tuesday, 1/3FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYWednesday, 1/4Skill focus:Observe the behavior of electric charge and examine the forces that exist between themDemonstrate that charged objects exert forces, both attractive and repulsive.Recognize that charging is the separation, not the creation of chargesDifferences between conductors and insulatorsBell Ringer-Answer questions about subatomic particles as a reviewDiscuss answers to questionsIn small groups complete lab-Introduction to ElectrostaticsBefore dismissal, discuss questionsHomework: Complete lab SCSh1-8SP5Thursday, 1/5Skill focus:Observe the behavior of electric charge and examine the forces that exist between themSummarize the relationships among electric forces, charges, and distanceExplain how to charge objects by conduction and inductionDefine groundingState Coulomb’s lawCompare Coulomb’s law with the Universal law of GravitationCoulomb’s ProblemsBell Ringer- Perform a demo (ex-spinning meter stick) and have students explain their observations applying knowledge obtained from labGive notes using PowerPoint on electrostatic force/compare and contrast with gravitational forceDiscuss and demo using the aluminum can electroscope charging by conduction, induction, and groundingIntroduce Coulomb’s law and model solving of problemsStudents individually practice solving problemsHomework: Solve problemsSCSh1-8SP5Friday, 1/6Skill focus:Observe the behavior of electric charge and examine the forces that exist between themDefine electric fieldDemonstrate the relationship among the strength of the electric field, the magnitude of the charge, and distance from the chargeBell Ringer-Solve a Coulomb’s Law problem and check homework answersGive notes and explain the production of an electric field using a Van de Graaf generatorPerform demonstrations using the Van de Graaf generator and ask students to write a brief explanation of what is observed using correct vocabularyHomework: Read article about Van de Graaf generatorSCSh1-8SP5WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 2Monday, 1/9Skill focus:Observe the behavior of electric charge and examine the forces that exist between themDefine electric fieldDemonstrate the relationship among the strength of the electric field, the magnitude of the charge, and the distance from the chargeBell Ringer-Log in to computer Individually, students complete the Phet simulation-Electric Field HockeyBefore dismissal, discuss as a class what was discovered about the strength of the fieldHomework: Complete activitySCSh1-8SP5Tuesday, 1/10Skill focus:Observe the behavior of electric charge and examine the forces that exist between themRepresent electric field strength using electric field linesDefine electric potential differenceCalculate electric field strengthCalculate potential difference from the work required to move a charge.Bell Ringer-Given two electric charges drawn on board, ask students to draw the field lines (don’t explain-students should apply what was learned through the simulation activity)Give notes on electric field strength, representation of field lines, etcModel and practice solving problemsStudents practice solving problems Homework: Complete practice problemsSCSh1-8SP5Wednesday, 1/11Skill focus:Observe the behavior of electric charge and examine the forces that exist between themRelate lightning to electrostaticsDefine grounding as it relates to lightningExplain the use of capacitorsSolve problems involving capacitanceBell Ringer-Students draw a sketch illustrating how they think lightning occursDiscuss and review how lightning occurs using jar electrostatics and revisit groundingWatch video clip of lightning/Physics classroom activitiesGive notes and discuss capacitance/practice solving problems/build a mini capacitorHomework: Complete problems SCSh1-8SP5Thursday, 1/12Skill focus:Observe the behavior of electric charge and examine the forces that exist between themAll objectives weeks 1-2Bell Ringer- Start review packetDiscuss and review electrostaticsHomework-Study for testSCSh1-8SP5Friday, 1/13Skill focus:Observe the behavior of electric charge and examine the forces that exist between themAll objectives weeks 1-2Bell Ringer-Prepare materials for testUnit TestHomework-Complete puzzle sheet introducing electricitySCSh1-8SP5WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 3Monday, 1/16MLK HOLIDAYTuesday, 1/17Skill focus:Explain energy transfer in simple electric circuitsDescribe conditions that create current in an electric circuitDesign closed circuitsBell Ringer-Given a bulb, wire, and battery, students are asked to determine 4 different ways to make the bulb light and sketch both successful and unsuccessful attemptsAs a class, discuss the requirements of currentGive notes and use an analogy to explain current and electric potential difference. Introduce schematic drawingsHomework: Bring in a copy of power billSCSh1-8SP5bWednesday, 1/18Skill focus:Explain energy transfer in simple electric circuitsDifferentiate between power and energy in an electric circuitSolve problems involving the relationship among power, current, and energyBell Ringer-Answer questions about energy and power/relate electrical power to work and powerUse power bill to explain and calculate energy and power.Model and practice solving problemsIn small groups, gather information from appliances (set up in stations) in order to solve homework problemsHomework: Solve problemsSCSh1-8SP5bThursday, 1/19Skill focus:Explain energy transfer in simple electric circuitsExplain Ohm’s lawSolve problems applying Ohm’s lawSolve problems involving the relationship among power, current, voltage, and resistanceBell Ringer-Solve problem on boardDefine resistance and identify the factors affecting resistanceVisit/view longest burning bulb websiteStudents complete graphing activity to introduce the relationship between current, voltage, and resistance/Ohm’s lawDiscuss Ohm’s law and model solving problemsHomework: Solve problemsSCSh1-8SP5bFriday, 1/20Skill focus:Explain energy transfer in simple electric circuitsSolve problems applying Ohm’s lawSolve problems involving the relationship among power, current, voltage, and resistance Bell Ringer-Solve Ohm’s law problemsDiscuss use of multimeterIn small groups, students complete Activity-ResistorsCalculate % error for resultsHomework: Complete questions and resistor extension activitySCSh1-8SP5bWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 4Monday, 1/23Skill focus:Explain energy transfer in simple electric circuitsDescribe series circuitsConstruct series circuitsCalculate currents, voltage drops, and equivalent resistances in series circuitsBell Ringer-Students make a list comparing/contrasting a series and parallel circuitGive notes/build series circuits/identify characteristics of the circuitModel and solve basic problems involving the application of Ohm’s law for a series circuitHomework: Solve problemsSCSh1-8SP5b-cTuesday, 1/24Skill focus:Explain energy transfer in simple electric circuitsDescribe parallel circuitsConstruct parallel circuitsCalculate currents, voltage drops, and equivalent resistances in parallel circuitsDescribe and explain safety devices Bell Ringer-Write a paragraph explaining situations in which a series and/or parallel circuit would be usedGive notes/build parallel circuits/identify characteristics of the circuitModel and solve basic problems involving the application of Ohm’s law for a parallel circuitHomework: Solve problemsSCSh1-8SP5b-cWednesday, 1/25Essay – EnglishSkill focus:Explain energy transfer in simple electric circuitsDescribe and construct combination circuitsCalculate currents, voltage drops, and equivalent resistances in combination circuitsBell Ringer-Given a description of a combination circuit, sketch a diagramGiven notes/build combination circuits/identify characteristics of the circuitModel and solve basic problems involving the application of Ohm’s law for a combination circuitHomework: Solve problemsSCSh1-8SP5b-cThursday, 1/26Skill focus:Explain energy transfer in simple electric circuitsAll objectives weeks 3-4Bell Ringer-Determine what type of circuit from the different ways the bulbs behaveReview all circuit problem typesProblem relay reviewHomework: Study for testSCSh1-8SP5b-cFriday, 1/27Skill focus: Explain energy transfer in simple electric circuitsAll objectives weeks 3-4Bell Ringer-Prepare materials for testUnit TestHomework: Complete electricity logic problemSCSh1-8SP5b-c*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, JANUARY 25.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 5Monday, 1/30Skill focus:Determine the relationship between moving electric charges and magnetic fieldsDetermine the properties of magnets and the origin of magnets in materialsBell Ringer-Students answer preview questions regarding magnetismAs a class, discuss prior knowledge and misconceptionsIn small groups, complete Activity-Introduction to MagnetismBefore dismissal, discuss student observations and how activity affected how they would now answer the Bell Ringer questionsHomework: Read article on applications of magnetismSCSh1-8SP5dTuesday, 1/31Skill focus:Determine the relationship between moving electric charges and magnetic fieldsCompare and contrast magnetic, electric, and gravitational fieldsObserve and illustrate magnetic fieldsBell Ringer-Ask students to sketch a picture of the earth and label the “north” and “south” pole. Write a brief paragraph explaining how a compass worksAs a class, discuss student drawings and explanations. Discuss whether or not their explanations correspond with the observational evidence that was collected during previous day’s activity.Give notes using PowerPoint.Demonstrate the drawing of field lines-demo magnetic fields using iron filings on overhead projector/Use Phet simulation to support notesHomework: Complete Physics Classroom worksheet on magnetismSCSh1-8SP5dWednesday, 2/1Essay –Social StudiesSkill focus:Determine the relationship between moving electric charges and magnetic fieldsExplain and demonstrate how changing a magnetic field produces an electric current and how an electric current produces a magnetic fieldBell Ringer-Find lab groups and read Guided inquiry lab promptIn small groups, students will design and construct the strongest electromagnet possible given basic materials (i.e.-pieces of metal of various lengths and diameters, wire or different thicknesses, batteries of various voltages.As a class, compare the different electromagnets and discuss the variables that affected the strengthSCSh1-8SP5d Thursday, 2/2Skill focus:Determine the relationship between moving electric charges and magnetic fieldsExplain and demonstrate how changing a magnetic field produces an electric current and how an electric current produces a magnetic fieldBell Ringer-Students read “How it Works” from textbook on page 688 and answer the two Thinking Critically Questions.As a class, discuss the article and answers to questionsGive notes and discuss generators, motors, electromagnets and simple motors removed from appliances.Before dismissal, discuss observations and any remaining questions.Homework: Study for quiz on magnetismSCSh1-8SP5dFriday, 2/3Skill focus:Determine the relationship between moving electric charges and magnetic fieldsAll objectives week 5Bell Ringer-Check answers to review sheetAs a class, discuss any questions students have from review sheetQuiz-MagnetismAfter the quiz, students should read the article on waves and complete question setSCSh1-8SP5d*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, FEBRUARY 1.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 6Monday, 2/6Skill focus: Analysis of the properties and applications of mechanical and electromagnetic wavesRelate speed, wavelength and frequencyCompare simple harmonic motion to sine wavesBell Ringer-Show students an example of an oscillating spring. Ask students to write a short paragraph explaining how the spring is similar to a wave.As a class discuss the student responsesIn small groups, students complete the lab-Introduction to Wave CharacteristicsBefore dismissal, answer any questions and preview the next day’s lessonHomework: Complete the lab questions and calculationsSCSh1-8SP4dTuesday, 2/7Skill Focus: Analysis of the properties and applications of mechanical and electromagnetic wavesContrast transverse and longitudinal wavesIdentify how waves transfer energy without transferring matterCompare and contrast mechanical and electromagnetic wavesExplain the electromagnetic spectrumBell Ringer- Ask students to define frequency, speed, amplitude, and wavelength based on the previous day’s observationsAs a class, discuss their definitionsUsing PowerPoint, give notes on types of waves.Demo transverse vs longitudinal using SlinkysReview basic vocabulary used in describing wavesHomework: Complete measuring wave activity sheetSCSh1-8SP4a and dWednesday, 2/8Skill focus:Analysis of the properties and applications of mechanical and electromagnetic wavesSolve problems relating wave speed, wavelength, and frequency for both mechanical and electromagnetic wavesBell Ringer-Given characteristics listed on the board, ask students to classify the wave into the correct typeAs a class, discuss their classifications and review notes from previous dayAs a class, review speed/velocity calculationsDemonstrate and review the derivation of velocity of wave equationsModel and practice solving wave problemsStudents individually practice solving problems-check answers using white boardsHomework: Solve velocity of wave problemsSCSh1-8SP4a and dThursday, 2/9Skill Focus:Analysis of the properties and applications of mechanical and electromagnetic wavesResearch the characteristics of tsunami wave trainsSolve problems relating wave speed, wavelength, and frequency for tsunami wave trainsBell Ringer: Log on to a computerStudents will research tsunamis in general Students will research a specific tsunamiHomework: Complete tsunami packetSCSh1-8SP4a-dFriday, 2/10Benchmark #1 – ElectivesSkill focus:Analysis of the properties and applications of mechanical and electromagnetic wavesResearch the characteristics of tsunami wave trainsSolve problems relating wave speed, wavelength, and frequency for tsunami wave trainsBell Ringer-Prepare for presentationsStudents will present data on different tsunamisSolve problems using tsunami dataSCSh1-8SP4a-d*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 7Monday, 2/13Benchmark #1 –MathSkill focus:Analysis of the properties and applications of mechanical and electromagnetic wavesDefine reflectionDescribe how waves are reflected at rigid and non-rigid boundariesApply the principle of super position to the phenomenon of interferenceStanding wavesBell Ringer-Complete vocabulary matching reviewDiscuss bellringer activityGive notes on reflection and interference. Use applets to demonstrate constructive and destructive interference/reflection from both rigid and flexible boundaries/standing wavesDraw wave diagrams illustrating interference and calculate resulting amplitudeHomework: Complete wave interference handoutSCSh1-8SP4a-dTuesday, 2/14Benchmark #1 –EnglishSkill focus:Analysis of the properties and applications of mechanical and electromagnetic wavesDescribe how waves are refracted at boundaries between mediaRelate a wave’s speed to the medium in which it travelsDescribe how waves are refractedBell Ringer-Label given examples as constructive or destructive interferenceGive notes and demo refraction and diffraction.Use applets to illustrateBegin working on Benchmark Review GuideHomework: Benchmark Review GuideSCSh1-8SP4a-dWednesday, 2/15Skill Focus: All to dateAll objectives weeks1-7Bell Ringer-Students select their groups by completing puzzle on boardAnswer any questions students have on review sheetIn small groups of 4, students complete sentence review activity in order to review all problem types for Benchmark ExamBefore dismissal, answer any remaining questionsHomework:Study for Benchmark ExamSCSh1-8SP5a-dThursday, 2/16Benchmark #1 –ScienceSkill Focus: All to dateAll objectives weeks1-7Bell Ringer-Prepare materials for Benchmark ExamBenchmark #1Following benchmark, excerpt from “The Instant Physicist”SCSh1-8SP5a-dFriday, 2/17Benchmark #1 –Social StudiesSkill focus:Analyze and describe sound in terms of wave properties and behaviorExplain and examine sources of sound.Relate how sound is an important means of communicationBell Ringer: Brainstorm how a telephone operatesDiscuss student responses to the bell ringerDiscuss the evolution of the telephoneIn pairs, complete “telephone activity”Combine pairs into groups of 4 to complete activityBefore dismissal, discuss observationsHomework-Answer questions that accompany the activitySCSh1-8SP4b-d*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 8Monday, 2/20Winter HolidayTuesday, 2/21Wednesday, 2/22Thursday, 2/23FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYFriday, 2/24WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 9Monday, 2/27Skill focus:Analyze and describe sound in terms of wave properties and behaviorExplain and examine sources of sound.Bell Ringer: Review important concepts from the telephone activityDiscuss other uses for sound/sound wavesNotes on the ear and how we heardNotes on pitch, decibel scale and beatsTuesday, 2/28Skill Focus: All from weeks 1-7All objectives weeks 1-7Bell Ringer: Begin reading Performance Essay articlesClass discussion of articlesHomework: Study for Performance EssaySCSh1-8SP4a-cWednesday, 3/1Essay –ScienceSkill Focus: All from weeks 1-7All objectives weeks 1-7Bell Ringer: Prepare for Performance AssessmentPerformance AssessmentSCSh1-8SP4a-cThursday, 3/2Skill focus:Analyze and describe sound in terms of wave properties and behaviorRelate the properties of sound waves to our perception of soundBell Ringer: In pairs complete intro to sound activity and explain what is observedDiscuss bell ringer plete sound activities (i.e-pan flute construction) and answer questionsAs a class, discuss observations and give notes on pitch, amplitude, etc.Homework: Solve basic speed of sound problemsSCSh1-8SP4b-dFriday, 3/3Skill focus:Analyze and describe sound in terms of wave properties and behaviorIdentify applications of the Doppler effectSolve problems involving the application of the Doppler effectBell Ringer- Solve a speed of sound problemReview speed of sound calculationsDiscuss how temperature affects the speed of soundSolve a practice problem using equationGive notes and demo Doppler effect/use video clips to illustratePractice solving problems illustrating Doppler effectHomework: Solve Doppler Effect problemsSCSh1-8SP4b-d*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 1.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 10Monday, 3/6Skill focus:Analyze and describe sound in terms of wave properties and behaviorDemonstrate an understanding of resonance Bell Ringer-Check answers to Doppler effect problemsReview problems involving the application of the Doppler effectGive notes and demo resonance/relate to musical instrumentsShow video clip on Galloping GertieBefore dismissal, preview labSCSh1-8SP4b-dTuesday, 3/7Skill focus:Analyze and describe sound in terms of wave properties and behaviorOpen and closed pipe resonance and variations in sound among instrumentsCompare and contrast open and closed pipe resonanceDetermine harmonics and fundamental frequenciesBell Ringer-Check answers to homework problemsReview resonanceGive notes using PowerPoint on open and closed pipe resonanceDemo with boom wacker activityPractice solving problems using harmonic equationsHomework: Solve open and closed pipe harmonic SCSh1-8SP4b-dWednesday, 3/8Skill focus:Analyze and describe sound in terms of wave properties and behaviorCollect and organize data to obtain resonant points in a closed pipeAnalyze the data to determine the wavelength of a sound wave Bell Ringer-Assemble lab groups and answer prelab questionsDiscuss pre lab questionsIn lab groups, complete Lab-Resonance and Tuning ForksBefore dismissal, discuss observationsHomework: Complete lab questionsSCSh1-8SP4b-dThursday, 3/9Skill focus:Analyze and describe sound in terms of wave properties and behaviorAll objectives weeks8-10Bell Ringer-Check answers to review problemsGo over review problems as neededComplete review activityHomework: Study for testSCSh1-8SP4b-dFriday, 3/10Skill focus:Analyze and describe sound in terms of wave properties and behaviorAll objectives weeks 8-10Bell Ringer-Prepare materials for testUnit TestHomework-Read assigned excerpt from “The Instant Physicist”SCSh1-8SP4b-dWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 11Monday, 3/13FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYTuesday, 3/14Skill focus:Analyze and describe light in terms of wave properties and behaviorsElectromagnetic wavesCompare and contrast transparent, translucent, and opaque materialsCompare and contrast luminous and illuminated light sourcesBell Ringer-Answer questions on the board about various types of electromagnetic wavesAs a class, discuss answers to bell ringer questionsUsing PowerPoint give notes and review the electromagnetic spectrumDefine and provide examples of transparent, translucent, and opaque materialsDefine and explain luminous and illuminated sourcesHomework: Read pages 445-447 and answer questions about the Doppler Effect and lightSCSh1-8SP4a-cWednesday, 3/15Skill focus:Analyze and describe light in terms of wave properties and behaviorsDefine and identify primary and secondary colors of light and pigmentPredict the effect of combining colors Define umbra and penumbraBell Ringer-Answer questions on the board pertaining to prior knowledge about colorDemo and give notes on primary and secondary colors of light/pigmentsExplain and demonstrate the effects of combining colors of light and mixing pigmentsExplain and demonstrate umbras and penumbrasHomework: Complete handouts from Physics ClassroomSCSh1-8SP4a-cThursday, 3/16Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)Skill focus:Analyze and describe light in terms of wave properties and behaviorsPredict the effect of filters and light on the perception of colorDescribe the relationship among light, color, and optical illusionBell Ringer-Show a picture of an optical illusion. Ask students to describe what they see and whyDemo and provide examples of the effect of filters and light on the perception of colorDiscuss colorblindnessProvide and discuss examples of optical illusionsSCSh1-8SP4a-cFriday, 3/17Early ReleaseProfessionalLearning (7th, 6th, 4th, 5th)Skill focus:Analyze and describe light in terms of wave properties and behaviorsPredict the effect of filters and light on the perception of colorDescribe the relationship among light, color, and optical illusionBell Ringer-Show a picture of an optical illusion. Ask students to describe what they see and whyDemo and provide examples of the effect of filters and light on the perception of colorDiscuss colorblindnessProvide and discuss examples of optical illusionsSCSh1-8SP4a-cWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 12Monday, 3/20Skill focus:Analyze and describe light in terms of wave properties and behaviorsPredict the effect of filters and light on the perception of colorDescribe the relationship among light, color, and optical illusionBell Ringer- Students view “Color Magic” pictures with a classmateAllow time for all students to view several different “Color Magic” picturesDiscuss why the pictures changeShow video clip on use of color and lighting in movies and theatreReview color and lightSCSh1-8SP4a-cTuesday, 3/21Skill focus:Analyze and describe light in terms of wave properties and behaviorsPredict the effect of distance on light’s illuminationCompare and contrast luminous and illuminated sourcesPredict the effect of distance on light’s illuminationBell Ringer-Quiz over Color and LightGiven graphical data of illuminance vs distance, students answer questions about the relationship being illustratedExplain and Demo using different bulbs luminous flux, illuminance, and luminous intensityRelate the relationship to other inverse distance relationships previously studiedSolve problems involving illuminance, flux, and intensity Students individually practice solving problemsHomework: Solve problems involving illuminanceSCSh1-8SP4a-cWednesday, 3/22Essay –MathSkill focus:Analyze and describe light in terms of wave properties and behaviorsExplain polarizationState Malus’s lawSolve problems involving the application of Malus’s lawExplain 3-D viewingBell Ringer-Check answers to previous day’s homework problemsDemonstrate and explain polarization using filtersProvide and discuss real world applications of polarization (i.e. sunglasses, 3-D viewing)Homework: Solve polarization problemsSCSh1-8SP4a-cThursday, 3/23Skill focus:Analyze and describe light in terms of wave properties and behaviorsDefine refractionExplain optical effects caused by refractionSolve problems involving refractionBell Ringer-Solve polarization problemReview the definition of refractionProvide and discuss real world applications of refraction (i.e. mirages)State, demo, and explain Snell’s law using refraction tankModel and individually practice solving problems involving the application of Snell’s lawHomework: Solve basic Snell’s Law problemsSCSh1-8SP4a-cFriday, 3/24Skill focus:Analyze and describe light in terms of wave properties and behaviorsExperimentally determine the index of refraction of various substancesBell Ringer-Check answers to homework problemsAs a class, discuss any questions about Snell’s lawDivide into lab groups and complete the lab-Snell’s lawBefore dismissal, answer any questions students haveHomework: Complete lab questions and calculationsSCSh1-8SP4a-c*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 22.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 13Monday, 3/27Skill focus:Determine the location and nature of images formed by the reflection or refraction of light? All objectives weeks 11-12Bell Ringer-Complete Snell’s Law problemReview activitySCSh1-8SP4a-cTuesday, 3/28Skill Focus: Determine the location and nature of images formed by the reflection or refraction of lightAll objectives weeks 11-12Bell Ringer-Prepare for the testUnit TestSCSh1-8SP4a-cWednesday, 3/29Skill Focus: Determine the location and nature of images formed by the reflection or refraction of lightApply the Law of ReflectionBell Ringer-Read article “How Stuff Works-Lasers”As a class, discuss the article on how lasers workEach student will complete the Treasure Hunt AssignmentHomework: Complete Law of Reflection worksheetSCSh1-8SP4a-cThursday, 3/30Skill Focus: Determine the location and nature of images formed by the reflection or refraction of lightApply the Law of ReflectionBell Ringer: Choose Lab partner for Laser Putt-PuttClass Discussion of the game of Putt-PuttReview the Law of Reflection and use of a protractorLab Partners will create a Laser Putt-Putt courseSCSh1-8SP4a-cFriday, 3/31Skill Focus: Determine the location and nature of images formed by the reflection or refraction of lightApply the Law of ReflectionBell Ringer: Prepare to test Putt-Putt courseStudents will complete post lab questions after course is testedSCSh1-8SP4a-cSPRING BREAK!Friday, 4/3 Friday, 4/7WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 14Monday, 4/10Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightLocate the images formed by plane mirrorsBell Ringer-Students describe an image produced by a plane mirrorShow video clip explaining how mirrors are made (demo the making of a mirror using a redox reaction)Using PowerPoint, give notes describing the properties and location of images formed by plane mirrorsUse eye chart activity to emphasize that the image is located behind the mirrorUse string and wall mirror to illustrate and predict which images can be seen in mirrorIntroduce ray tracingHomework: Complete activity sheet SCSh1-8SP4eTuesday, 4/11Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightExplain how concave mirrors form imagesDescribe properties and uses of concave mirrorsCompare and contrast virtual and real imagesDetermine the location and sizes of images formed by concave mirrors using ray tracingsBell Ringer-Students describe image produced by concave mirrorAs a class, discuss student observations about images produced by a concave mirrorUsing PowerPoint and mirrors to demo, explain the differences between real and virtual images and conditions under which each type is produced by a concave mirrorDiscuss uses and provide examples of concave mirrorsPractice drawing ray tracings to determine the location and size of images produced by concave mirrorsHomework: Complete practice sheet-ray tracings for concave mirrorsSCSh1-8SP4eWednesday, 4/12Skill focus: Determine the location and nature of images formed by the reflection or refraction of lightExperimentally investigate the images produced by concave mirrors and introduce the use of the mirror equation in solving problemsBell Ringer-Check drawings from previous day’s homework with a partnerAs a class, discuss any questions students have on ray tracingsIn small groups, students complete the lab-Introduction of Mirror Equation.Homework: Complete questions that accompany the labSCSh1-8SP4eThursday, 4/13Skill focus: Determine the location and nature of images formed by the reflection or refraction of light Determine the location and sizes of images formed by concave mirrors using ray tracings and the mirror equationBell Ringer-Students answer 5 review questions about mirrors and the images they formReview concave mirrors Discuss the mirror equation introduced in the lab Practice solving problems using the mirror equationCompare answers obtained from mirror equation with predictions of images obtained from ray tracingsHomework: Solve problems using mirror equationSCSh1-8SP4eFriday, 4/15Benchmark #2 –ElectivesSkill focus:Determine the location and nature of images formed by the reflection or refraction of lightExplain how convex mirrors form imagesDescribe properties and uses of convex mirrorsDetermine the location and sizes of images formed by convex mirrors using ray tracings and the mirror equationBell Ringer-Students observe an image produced by a convex mirror and list the characteristics of that imageAs a class, discuss their observationsDescribe uses and provide examples of convex lenses and the images they form/Contrast with concave mirrorsPractice drawing ray tracings to determine location and size of images produced by convex mirrorsPractice using the mirror equation to predict location and size of images produced by convex mirrorsHomework-Solve convex mirror problemsSCSh1-8SP4e*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 15Monday, 4/18Benchmark #2 –EnglishSkill Focus: Determine the location and nature of images formed by the reflection or refraction of lightInvestigate how a variety of mirrors are used in instruments such as microscopesBell Ringer: Log onto computerResearch how mirrors are used in a variety of objectsHomework: Complete summary report on research findingsSCSh1-8SP4eTuesday, 4/19Benchmark #2 –MathSkill focus:Determine the location and nature of images formed by the reflection or refraction of lightDescribe how real and virtual images are formed by single convex and concave lensesLocate images formed by convex and concave lenses using ray tracings Bell Ringer: Prepare to present findings from the previous days researchAs presentations are given, students will take notes on the use of mirrors in everyday objectsHomework: Begin working on review guideSCSh1-8SP4eWednesday, 4/20Skill Focus: All to DateAll objectives weeks 1-15Bell Ringer: Vocabulary matching activityReview Game Homework: Complete Benchmark #2 Review GuideSCSh1-8SP5, SP4a-eThursday, 4/21Benchmark #2 –Social StudiesSkill Focus: All to DateAll objectives weeks1-15Bell Ringer-Answer 5 review questions on boardAs a class, discuss answers to review questionsGo over any questions students have on review guideComplete review activity as time permitsHomework: Study for Benchmark ExamSCSh1-8SP5, SP4a-eFriday, 4/22Benchmark #2 –ScienceSkill Focus: All to DateAll objectives weeks1-15Bell Ringer: Prepare for Benchmark ExamBenchmark #2Following exam, read exert from “The Instant Physicist” SCSh1-8SP5, SP4a-e*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 16Monday, 4/24Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightRay tracings for lensesBell Ringer: Brainstorm how mirrors and lenses are similar and different.In pairs, students investigate the images produced by both convex and concave lensesDiscuss and compare the images produced by convex/concave lenses with those produced by concave/convex mirrorsDiscuss and provide examples of convex and concave lensesPractice drawing ray tracings to determine location and size of images produced by convex lensesHomework: Practice making ray tracings of images produced by lensesSCSh1-8SP4eTuesday, 4/25Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightExperimentally determine the focal length of a convex lensBell Ringer- Complete ray tracing worksheetAs a class, discuss any questions about lensIn small groups, begin the lab-Lenses and Focal LengthSCSh1-8SP4eWednesday, 4/26Essay – ElectivesSkill focus:Determine the location and nature of images formed by the reflection or refraction of lightExperimentally determine the focal length of a convex lensBell Ringer- Get into lab groups and gather suppliesComplete the Lenses LabAnswer post lab questionsSCSh1-8SP4eThursday, 4/27Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightDescribe how the eye focuses light to form an imageExplain nearsightedness and farsightedness and how eyeglass lenses correct these defectsDescribe the optical systems in some common optical instrumentsBell Ringer-Give each student a diagram of an eye and a list of terms. Students attempt to match the term with the correct part of the eyeDiscuss and give notes on the structure of an eyeGive each pair of students a water filled balloon. Students use balloon to focus an image of the overhead lights on a piece of paper on their desk. As a class, discuss their observations and relate to how an eye changes shape to focus imagesSCSh1-8SP4eFriday, 4/28Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightDescribe how the eye focuses light to form an imageExplain nearsightedness and farsightedness and how eyeglass lenses correct these defectsDescribe the optical systems in some common optical instrumentsBell Ringer: Log onto a computerDiscuss near and farsightednessComplete the Interactive eye activitiesHomework: Complete question setSCSh1-8SP4e*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, APRIL 26.*WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 17Monday, 5/1Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightAll objectives weeks 15-16Bell Ringer-Answer 5 review questions on boardAs a class, discuss review guideComplete review activity as time permitsHomework-Study for test SCSh1-8SP4eTuesday, 5/2Skill focus:Determine the location and nature of images formed by the reflection or refraction of lightAll objectives weeks 15-16Bell Ringer-Prepare materials for testUnit Test Following test, read exert from “The Instant Physicist”SCSh1-8SP4eWednesday, 5/3Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeDetermine the number of neutrons and protons in nucleotidesBell Ringer-Answer questions about an isotopic symbolReview subatomic particles and numbers of each in various nucleotidesPractice solving problems requiring the determination of the number of subatomic particles in nucleotidesNotes on radioactivity and the instability of radioisotopesSCSh1-8SP2Thursday, 5/4Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeDefine the binding energy of the nucleusRelate the energy released in a nuclear reaction to the change in binding energy during the reactionBell Ringer-Ask students to answer 5 questions about subatomic particles.Using PowerPoint, discuss binding energy and mass defectPractice solving problems involving the calculation of mass defect and binding energyHomework: Solve mass defect and binding energy problemsSCSh1-8SP2Friday, 5/5Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeDescribe the three forms of radioactive decayExplain how the instability of radioactive isotopes results in spontaneous nuclear reactionsNuclear equationsBell Ringer-Check answers from homework problemsCompare and contrast the types of radioactive decayUse the Phet simulation to illustrateUse a Geiger counter to demonstrate the existence of radioactive isotopesPractice writing nuclear decay equationsHomework-Complete the Nuclear Equations PuzzleSCSh1-8SP2AP ExamsMonday, 5/1 – AP Chem, AP Enviro Science, and AP PsychTuesday, 5/2 – AP Spanish LanguageWednesdays, 5/3 – AP English LiteratureThursday, 5/4 – AP GovernmentFriday, 5/5 – AP US History, AP Studio Art MilestonesTo be determined.WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 18Monday, 5/8Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeDefine half-lifeCalculate the amount remaining and activity of radioactive material after a given timeBell Ringer-Students answer pre-lab questionsAs a class, discuss the student responses to the pre-lab questionsIn pairs, complete the Lab-Radioactivity and Half-LifeBefore dismissal, compare different groups results and relate to half-lifeHomework: Complete questions that accompany the activitySCSh1-8SP2Tuesday, 5/9Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeCalculate the amount remaining and activity of radioactive material after a given time Bell Ringer-Given graph of data, answer questions about the half-life of the isotopeAs a class, discuss the student responsesModel and practice solving half-life problemsHomework: Solve half-life problems and read article on Nuclear EnergySCSh1-8SP2Wednesday, 5/10Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeDefine nuclear fission and fusionWrite nuclear reactions representing fusion and fissionRelate the energy produced through fission and fusion by stars as a driving force in the universeDescribe the operation of a nuclear reactorBell Ringer-Students write a paragraph stating their opinion on the use of nuclear powerAs a class, discuss student responsesCompare and contrast fusion and fissionShow video clips/simulations of nuclear reactorsHomework : Complete Nuclear Physics Writing AssignmentSCSh1-8SP2Thursday, 5/11Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeAll objectives weeks 17-18Bell Ringer-Work on review guideAs a class, go over review guideAs time permits, complete review activityHomework-Study for testSCSh1-8SP2Friday, 5/12Skill focus:Evaluate the significance of energy in understanding the structure of matter and the universeAll objectives weeks 15-16Bell Ringer-Prepare materials for testUnit Test SCSh1-8SP2AP ExamsMonday, May 8 – AP Biology Tuesday, May 9 – AP CalculusWednesday, May 10 – AP English Language and AP MacroeconomicsThursday, May 11 – AP World History and AP StatisticsFriday, May 12 – AP Human GeographyMilestonesTo be determined.WEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 19Monday, 5/15Skill focus:All to dateAll objectives weeks 1-18Bell Ringer-Students decide on groupsAs a class, discuss the End of Semester project requirementsIn groups, students research and plan project ideaSCSh1-8SP2, SP4a-e., SP5a-dTuesday, 5/16Skill focus:All to dateAll objectives weeks 1-18Bell Ringer-Get into project groupsIn groups, continue working on End of Semester ProjectSCSh1-8SP2, SP4a-e., SP5a-dWednesday, 5/17Skill focus:All to dateAll objectives weeks 1-18Bell Ringer-Prepare materials for presentationEach group presents project to the classStudents individually assess project using scoring guideHomework-Work on review guideSCSh1-8SP2, SP4a-e., SP5a-dThursday, 5/18Skill focus:All to dateAll objectives weeks 1-18Bell Ringer-Get into groups for review activityStudents complete Candy land Review for final examHomework-Work on review guideSCSh1-8SP2, SP4a-e., SP5a-dFriday, 5/19Skill focus:All to dateAll objectives weeks 1-18Bell Ringer-Answer review questions on boardBased on answers, students are divided into groups by topicsStudents complete review activity for the topic determined by answers to bell work review questionsStudents rotate to another review station as neededHomework-Study for BenchmarkSCSh1-8SP2, SP4a-e., SP5a-dWEEKDAYCONCEPTOBJECTIVESINSTRUCTIONAL STRATEGIESSTANDARDS(GSE, AP)Week 20BenchmarkWeek #3Monday, 5/22Senior Exams (Benchmark #3 – 5th, 6th, & 7th)Tuesday, 5/23Semester Exams (Benchmark #3 – 7th)Wednesday, 5/24Semester Exams (Benchmark #3 – 1st & 2nd)Thursday, 5/25Semester Exams (Benchmark #3 – 3rd & 4th)Friday, 5/26Semester Exams (Benchmark #3 – 5th & 6th) ................
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