Physical Science Lesson Plans

FOR THE NEXT TWO WEEKS:

5/16 Monday - AIR?, work on Menu and final review

5/17 Tuesday - AIR?, work on menus and final review

5/18 Wednesday - AIR?, MENUS ARE DUE!

5/19 Thursday - FINAL

5/20 - Friday - AIR?, and work on Kennywood packet

5/23 Monday - AIR?, work on Kennywood packet

5/24 Tuesday - AIR?, work on Kennywood packet

5/25 Wednesday - AIR QUESTIONS AND KENNYWOOD PACKET ARE DUE!

5/26 Thursday - KENNYWOOD

5/27 - Last day:(

For the week of MAY 9-13

The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups 1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds.

Monday - AIR?, review, pass out the review for the final (May 19) and work on the element menus

Tuesday - AIR?, review, and work on the review or element menu

Wednesday - AIR?, review, and work on the review or element menu

Thursday - AIR?, review, and work on the review or the element menu

Friday - AIR?, review and ELEMENT MENUS ARE DUE!

For the week of MAY 2-6

The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups 1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds.

Monday - AIR?, review, finish bonding and start balancing chemical equations**homework - balancing equations= 20 points and due Tuesday

Tuesday - AIR?, review, check and go over chemical equations, try harder ones:) and, if time, start Element Menus (worht 100 points and will ONLY be done in class)

Weds - AIR?, and review, work on Menus

Thursday - AIR? and work on Menus

Friday - NO SCHOOL

For the week of April 25-29:

The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups 1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds.

Monday - AIR?, review and begin chapter 6*reading worksheet over pages 183-190

Tuesday - MATH AIR TEST

Wednesday - AIR?, review, go over the reading worksheet from Monday

Thursday - AIR?, review, work on the basics of bonding (chart with metal-nonmetal, nonmetal - nonmetal, etc...)**homework if not done!

Friday - AIR?, review, check/go over the chart and try a few more!

For the week of April 18-22:

The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups 1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds.

Monday - No school

Tuesday - AIR?, review, finish cut/paste periodic table and start Lewis Dots

Wednesday - AIR?, review, check Lewis Dots and try webquest over periodic families

Thursday - AIR?, review, finish webquest and work on the chapter review pages 170-174*homework and due tomorrow

Friday - AIR?, review, check/go over the chapter review:)

For the week of April 11-15

PS.M.3: Periodic trends of the For the week of April 11-15

elements Content from the middle school level, specifically the properties of metals, nonmetals and metalloids and their positions on the periodic table, is further expanded in this course. The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups

1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds. Other trends in the periodic table (e.g., atomic radius, electronegativity, ionization energies) are reserved for Chemistry

Monday - AIR?, review, work on the periodic table packet *not due until Wednesday!

Tuesday - AIR, review, work on the periodic table packet **due tomorrow!

Wednesday - AIR?, review, work on the cut/paste periodic table and Lewis Dots**

Thursday - AIR?, review and go over the above work

Friday - no school

Monday - No school

For the week of April 4-8:

NEW standards: PS.M.3: Periodic trends of the elements Content from the middle school level, specifically the properties of metals, nonmetals and metalloids and their positions on the periodic table, is further expanded in this course. The periodic table was arranged so that elements with similar chemical and physical properties are in the same group or family. When elements are listed in order of increasing atomic number, the same sequence of properties appears over and over again; this is the periodic law. Trends in simple observable properties, like density or melting point, can be examined within families or groups on the periodic table. These trends allow scientists to make predictions about new elements. Metalloids are elements that have some properties of metals and some properties of nonmetals. Metals, nonmetals, metalloids, periods and groups or families including the alkali metals, alkaline earth metals, halogens and noble gases can be identified by their position on the periodic table. Elements in Groups 1, 2 and 17 have characteristic ionic charges that will be used in this course to predict the formulas of compounds. Other trends in the periodic table (e.g., atomic radius, electronegativity, ionization energies) are reserved for Chemistry

Monday - AIR?, review, introduce chapter 5 (Periodic Table) and work on a reading worksheet over pages 145-150**due at bell**

Tuesday - 7/8 grade ELA test

Wednesday - AIR?, review, go over the reading worksheet and talk about electrons and draw the electron configurations for the first 20 elements with a partner.

Thursday - AIR?, review, place the electron configs in rows on a separate piece of paper and discuss the patterns and work on a reading worksheet pages 153-155 (ions and classification of elements)**due tomorrow**

Friday - AIR?, review, check and go over the reading worksheet (if time allows, color the periodic table according to their families)

March 28-April 1:

PS.M.2: Atoms Content introduced in middle school, where the atom was introduced as a small, indestructible sphere, is further developed in this course. Over time, technology was introduced that allowed the atom to be studied in more detail. The atom is composed of protons, neutrons and electrons that have measurable properties, including mass and, in the case of protons and electrons, a characteristic charge. An atom is empty space with a very small positively charged nucleus. The nucleus is composed of protons and neutrons. The electrons move about in the empty space that surrounds the nucleus. Although current understanding goes beyond the Bohr Model, it can still be used to represent the atom and develop the idea of valence electrons. Experimental evidence that led to the development of historic atomic models is reserved for Chemistry. All atoms of a particular element have the same atomic number; an element may have different isotopes with different mass numbers. Atoms may gain or lose valence electrons to become anions or cations. Atomic number, mass number, charge and identity of the element can be determined from the numbers of protons, neutrons and electrons.

Monday - AIR?, review, finish/go over moles to grams and grams to moles of compounds and and reading worksheet over 128-132 (modern atomic theory)**due tomorrow, Tuesday, and is worth 20 points

Tuesday - AIR?, review, check/go over the reading worksheet and work on the review packet

Wednesday - AIR?, review, work on a review packet and chapter review (pages 138-141) and is due tomorrow (38 points)

Thursday - AIR?, review, check/go over the chapter review and packet

Friday - Quiz/test over ions, stoichiometry and the atomic theory

For the weeks of March 14-18 and 21-25:

PS.M.2: Atoms Content introduced in middle school, where the atom was introduced as a small, indestructible sphere, is further developed in this course. Over time, technology was introduced that allowed the atom to be studied in more detail. The atom is composed of protons, neutrons and electrons that have measurable properties, including mass and, in the case of protons and electrons, a characteristic charge. An atom is empty space with a very small positively charged nucleus. The nucleus is composed of protons and neutrons. The electrons move about in the empty space that surrounds the nucleus. Although current understanding goes beyond the Bohr Model, it can still be used to represent the atom and develop the idea of valence electrons. Experimental evidence that led to the development of historic atomic models is reserved for Chemistry. All atoms of a particular element have the same atomic number; an element may have different isotopes with different mass numbers. Atoms may gain or lose valence electrons to become anions or cations. Atomic number, mass number, charge and identity of the element can be determined from the numbers of protons, neutrons and electrons.

Monday - AIR?, review, go over isotope worksheet and work on/finish atoms and ions worksheet from Thursday and Friday **turn in at bell:)

Tuesday - AIR?, review, go over the atoms/ions worksheet and practice with another worksheet over atoms/ions and isotopes*HOMEWORK = 40 points and will be graded! CREATING ATOMS and IONS in class!!

Wednesday - AIR?, review, work on more problems and went over all of the worksheets in class:)

Thursday - QUIZ!

Friday - No school

Monday - AIR?, review, work on a reading worksheet over AMUs (pages 124-127)*due tomorrow and fluffy points (30 points)

Tuesday - AIR?, review and check/go over AMU problems and work on a few more (show hint) **check AIR questions**

Wednesday - AIR questions are due (100 points) and work on more AMUs (will finish tomorrow)

Thursday - AIR, review and work on AMU with compounds.

Friday - AIR?, review and finish the Atomic Theory (worksheet)

For the week of March 7-11

PS.M.2: Atoms Content introduced in middle school, where the atom was introduced as a small, indestructible sphere, is further developed in this course. Over time, technology was introduced that allowed the atom to be studied in more detail. The atom is composed of protons, neutrons and electrons that have measurable properties, including mass and, in the case of protons and electrons, a characteristic charge. An atom is empty space with a very small positively charged nucleus. The nucleus is composed of protons and neutrons. The electrons move about in the empty space that surrounds the nucleus. Although current understanding goes beyond the Bohr Model, it can still be used to represent the atom and develop the idea of valence electrons. Experimental evidence that led to the development of historic atomic models is reserved for Chemistry. All atoms of a particular element have the same atomic number; an element may have different isotopes with different mass numbers. Atoms may gain or lose valence electrons to become anions or cations. Atomic number, mass number, charge and identity of the element can be determined from the numbers of protons, neutrons and electrons.

Monday - AIR?, review, and work on phet simulation (building of atoms)

Tuesday - AIR?, review, go over the reading worksheet (last week) about isotopes, work on phet sim and HOMEWORK - isotope worksheet **due tomorrow and is worth 30 points).

Wednesday - AIR?, review, check/go over the isotope worksheet and finish phet sim

Thursday - AIR?, review, and (with partners) work on Atoms vs Ions worksheet **due at bell

Friday - AIR?, review and work on a reading worksheet over pages 124-127 (AMU).

For the week of Feb. 28- March 4

Standards:

PS.M.2: Atoms Content introduced in middle school, where the atom was introduced as a small, indestructible sphere, is further developed in this course. Over time, technology was introduced that allowed the atom to be studied in more detail. The atom is composed of protons, neutrons and electrons that have measurable properties, including mass and, in the case of protons and electrons, a characteristic charge. An atom is empty space with a very small positively charged nucleus. The nucleus is composed of protons and neutrons. The electrons move about in the empty space that surrounds the nucleus. Although current understanding goes beyond the Bohr Model, it can still be used to represent the atom and develop the idea of valence electrons. Experimental evidence that led to the development of historic atomic models is reserved for Chemistry. All atoms of a particular element have the same atomic number; an element may have different isotopes with different mass numbers. Atoms may gain or lose valence electrons to become anions or cations. Atomic number, mass number, charge and identity of the element can be determined from the numbers of protons, neutrons and electrons.

Monday - AIR?, review, reading worksheet over pages 119-121 and an extra worksheet over finding atomic numbers, mass, protons, neutrons, and electrons**Due tomorrow (reading worksheet = 20 points and extra worksheet = 20 points)

Tuesday - AIR?, review, check and go over the reading worksheet (pages 119-121) and the extra worksheet

Wednesday - AIR?, review, work on reading worksheet over isotopes ( 122-124) due at bell and is worth 12 points! We will start the PHET simulation over building an atom (going over isotopes and mass/atomic numbers)

Thursday - AIR?, review and work on phet simulation

Friday - AIR?, review and finish phet simulation (worth 100 points)!

For the week of Feb 22-25:

Monday - no school

Tuesday - AIR?, review and finish the EverFi lessons for hockey and collect money for the game.

Wednesday - Hockey Game

Thursday - AIR?, review and begin chapter 4 - reading worksheet pages 113-118 (worth 25 points and due tomorrow).

Friday - AIR?, review, check and go over the reading worksheet.

For the week of Feb. 14-17

Standards PS.EW.5:

Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - AIR?, review, discuss Physics on Ice and work on chapter review (pages and questions will be posted Monday)**DUE TUESDAY - worth 20 points

Tuesday - AIR?, review, check/go over the review and get ready for test

Wednesday - TEST!

Thursday - AIR?, and work on EVERFI (hockey)

Friday - No school:)

For the week of Feb 7-11

Standards: PS.EW.5: Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - Wednesday - Finish circuits lab!

Thursday - draw schematic designs and work on a book worksheet (circuits) AND finish lab

Friday - PHYSICS ON ICE!

For the week of Jan 31-Feb 4

Standards: PS.EW.5: Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - AIR?, review, go over the reading worksheet 600-604 (from Thursday ) and draw schematic drawings on the board

Tuesday - LAB - making circuits

Wednesday - LAB - making circuits

Thursday - LAB - making circuits

Friday - LAB - making circuits **LAST DAY!

For the week of Jan 24-28

Standards: PS.EW.5: Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - AIR?, review, and work on reading worksheet over pages 594-599 = homework (worth 30 points) and due Tomorrow (Tuesday).Tuesday - AIR?, review, check and go over the reading worksheet and go over the problems on the smart board (as a class)

Wednesday - AIR?, review, and go over the midterm and labs

Thursday - AIR?, review, work on reading worksheet 600-607 - due tomorrow (Thursday) and is worth 20 points

Friday - AIR?, review and check/go over worksheet (600-6007)

**Electric circuits lab all next week!

For the week of Jan 17-21

Standards: PS.EW.5: Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - NO SCHOOL

Tuesday - AIR?, finish PHET simulation over electric charges, and grades (ice movie)

Weds - AIR?, review and go over reading worksheet 588-592 (from last week) and work on reading worksheet over pages 594-599 = homework (worth 30 points) and due Thursday.

Thursday - AIR?, review, check and go over the reading worksheet and go over the problems on the smart board (as a class)

Friday - AIR?, review, and work on reading worksheet 600-607 - due at bell!

For the week of Jan 10-14:

Standards: PS.EW.5: Electricity• Movement of electrons

• Current

• Electric potential (voltage)

• Resistors and transfer of energy

Monday - AIR?, REVIEW FOR MIDTERM!!!!!!!!!!!!!

TUESDAY - MIDTERM!!! One hour to complete and will need a PENCIL and a calculator!

Wednesday - AIR?, exhale:)), review and go over the reading worksheet from pages 588-592 (from last week)

Thursday - AIR QUESTIONS DUE (worth 100 points) and start PHET simulation over electricity

Friday - AIR?, review and work on PHET sim

For the Week of Jan 3-7:

**DO NOT FORGET THAT MY MIDTERM IS JANUARY 11!

Standards: PS.EW.5: Electricity • Movement of electrons • Current • Electric potential (voltage) • Resistors and transfer of energy

Monday - AIR?, review, go over the chapter review questions from pages 466-469 (before break) and go over the lab

Tuesday - AIR?, review, begin electricity - introduce the chapter and work on a reading worksheet over pages 585-587 *due tomorrow and is worth 20 points*

Wednesday - AIR?, review, check/go over the reading worksheet - draw the charges on the board

Thursday - AIR?, review, reading worksheet over pages 588-592 (due tomorrow and is worth 30 points)

Friday - AIR/, review, check and go over the worksheet (if time a short video of electric charges)

The next two weeks (subject to change due to weather and time constraints:

Standards:PS.EW.1: Conservation of energy Energy content learned in middle school, specifically conservation of energy and the basic differences between kinetic and potential energy, is elaborated on and quantified in this course. Energy has no direction and has units of joules (J). Kinetic energy, Ek, can be mathematically represented by Ek = ½mv2. Gravitational potential energy, Eg, can be mathematically represented by Eg = mgh. The amount of gravitational potential energy of an object is measured relative to a reference that is considered to be at a point of zero energy. The reference may be changed to help understand different situations. Only the change in the amount of energy can be measured absolutely. The conservation of energy and equations for kinetic and gravitational potential energy can be used to calculate values associated with energy (e.g., height, mass, speed) for situations involving energy transfer and transformation. Opportunities to quantify energy from data collected in experimental situations (e.g., a swinging pendulum, a car traveling down an incline) should be provided. PS.EW.2: Transfer and transformation of energy (including work) In middle school, concepts of energy transfer and transformation were addressed. Topics included conservation of energy, conduction, convection and radiation, the transformation of electrical energy, and the dissipation of energy into thermal energy. Work was introduced as a method of energy transfer into or out of the system when an outside force moves an object over a distance. In this course, these concepts are further developed. As long as the force, F, and displacement, Δx, are in the same or opposite directions, work, W, can be calculated from the equation W = FΔx. Work can also be quantified as W = ΔE. Energy transformations for a phenomenon can be represented through a series of pie graphs or bar graphs. Equations for work, kinetic energy and potential energy can be combined with the law of conservation of energy to solve problems; conceptual understanding of kinetic energy, potential energy and work should be emphasized. When energy is transferred from one system to another, some of the energy is transformed to thermal energy. Since thermal energy involves the random movement of many trillions of subatomic particles, it is less able to be organized to bring about further change. Therefore, even though the total amount of energy remains constant, less energy is available for doing useful work.

Dec. 6-17

Monday 12/6 - AIR?, review, finish roller coaster and worksheet over work and power

Tuesday 12/7 - AIR?, review, work on work, energy and power problems *homework if not completed and is 20 points*

Wednesday 12/8 - AIR?, review, check/go over work and power problems*begin lab (picking out food)

Thursday 12/9-Tuesday 12/14 - McDonalds Lab

Tuesday - 12/14- AIR?, review and work on lab

Wednesday 12/15 - Finish lab

Thursday 12/16 - Work on chapter review pages 466-469: 2,3,4,6,9,10,11,14,18,19,21,23,24,25 and on pages 468-469: 2,3,5 and 6

Friday - 12/17 AIR?, review, and check the chapter review and list the simple machines of earlier cultures that made work easier for primitive life.

For the week of Nov 29-Dec 3:

Monday - AIR?, review and work on GPE and KE problems (due tomorrow)**Groups that were absent before Thanksgiving break, will go over the lab!

Tuesday - AIR?, review and go over problems from yesterday and work on a reading worksheet pages 449-452 HOMEWORK **Due tomorrow and is worth 30 points

Wednesday - AIR?, review, check and go over the reading worksheet/problems on the board.

Thursday - AIR?, review and work on a reading worksheet over pages 453-469 (if not completed, homework and is due tomorrow)

Friday - AIR?, review, and check/go over reading worksheet and, if time, begin roller coaster KE and GPE packet

Week of November 15-23 (before Thanksgiving break)

Monday - Field Trip

Tuesday - AIR?, review, work on the green book questions page 748-749 and questions 96-105

Wednesday - until right before break - KE and GPE Lab (100 points)

Week of November 8-12:

Standard(s): PS.FM.3: Dynamics (how forces affect motion)

The focus of the content is to develop a conceptual understanding of the laws of motion to explain and predict changes in motion, not to name or recite a memorized definition. When the vector sum of the forces (net force, Fnet) acting on an object is zero, the object does not accelerate. For an object that is moving, this means the object will remain moving without changing its speed or direction. For an object that is not moving, the object will continue to remain stationary. An object will accelerate (increase or decrease its speed or change its direction of motion) when an unbalanced net force acts on it. The rate at which an object changes its speed or direction (acceleration) is proportional to the vector sum of the forces (net force, Fnet) and inversely proportional to the mass (a = Fnet/m). The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.

Monday - AIR?, introduce chapter 13, go over force car lab, comic strips, and reading worksheet over pages 444-452 (potential energy)**Due tomorrow, Tuesday and is worth 30 points (work must be shown).

Tuesday - AIR?, review, check/go over the reading worksheet and try GPE problems as a class.

Wednesday - AIR?, review and work on a reading worksheet over pages 447-448 (kinetic energy)*due tomorrow and is worth 25 points **work must be shown**

Thursday - AIR?, review, check and go over the reading worksheet/problems on the smartboard and begin kinetic and potential energy problems**homework if not complete**

Friday - AIR?, review, check/go over problems (lab next week)

For the week of Nov 1-5:

Standard(s): PS.FM.3: Dynamics (how forces affect motion)

The focus of the content is to develop a conceptual understanding of the laws of motion to explain and predict changes in motion, not to name or recite a memorized definition. When the vector sum of the forces (net force, Fnet) acting on an object is zero, the object does not accelerate. For an object that is moving, this means the object will remain moving without changing its speed or direction. For an object that is not moving, the object will continue to remain stationary. An object will accelerate (increase or decrease its speed or change its direction of motion) when an unbalanced net force acts on it. The rate at which an object changes its speed or direction (acceleration) is proportional to the vector sum of the forces (net force, Fnet) and inversely proportional to the mass (a = Fnet/m). The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.

Monday - AIR?, review, work on Universal Law of Gravity problems

Tuesday - AIR?, review and go over the problems on the smartboard and start quiz worksheets (due Thursday)

Weds - AIR?, review and work on the chapter review pages and quiz worksheets **DUE TOMORROW and is worth 30 points) Chapter review: Pages 422-423 2,3,6,7,8,9,10,11,12,13,20(try), 21 and 22 and page 424 2,3,6

Thursday - AIR?, review, check/go over chapter review and quiz worksheets

Friday - TEST! (100 points)

For the week of October 25-29:

Standard(s): PS.FM.3: Dynamics (how forces affect motion)

The focus of the content is to develop a conceptual understanding of the laws of motion to explain and predict changes in motion, not to name or recite a memorized definition. When the vector sum of the forces (net force, Fnet) acting on an object is zero, the object does not accelerate. For an object that is moving, this means the object will remain moving without changing its speed or direction. For an object that is not moving, the object will continue to remain stationary. An object will accelerate (increase or decrease its speed or change its direction of motion) when an unbalanced net force acts on it. The rate at which an object changes its speed or direction (acceleration) is proportional to the vector sum of the forces (net force, Fnet) and inversely proportional to the mass (a = Fnet/m). The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.

Monday - PJ day!! Enjoy!

Tuesday - AIR?, review, finish the Force Car Lab and work on the Newton's Laws Comic Strip

Wednesday- AIR?, review, reading worksheet over Universal Law of Gravitation (due tomorrow = 30 points)

Thursday - AIR?, review, check/go over the reading worksheet and TRY some of the problems.

Friday - AIR QUESTIONS ARE DUE! (100 POINTS) and comic strips are due (50 points). Last day of the first 9 weeks!

For the week of October 18-22:

Standard(s): PS.FM.3: Dynamics (how forces affect motion)

The focus of the content is to develop a conceptual understanding of the laws of motion to explain and predict changes in motion, not to name or recite a memorized definition. When the vector sum of the forces (net force, Fnet) acting on an object is zero, the object does not accelerate. For an object that is moving, this means the object will remain moving without changing its speed or direction. For an object that is not moving, the object will continue to remain stationary. An object will accelerate (increase or decrease its speed or change its direction of motion) when an unbalanced net force acts on it. The rate at which an object changes its speed or direction (acceleration) is proportional to the vector sum of the forces (net force, Fnet) and inversely proportional to the mass (a = Fnet/m). The content in the standards needs to be taught in ways that incorporate the nature of science and engage students in scientific thought processes. Where possible, real-world data and problem- and project-based experiences should be utilized. Ohio’s Cognitive Demands relate to current understanding and research about the ways people learn and are important aspects to the overall understanding of science concepts. Care should be taken to provide students opportunities to engage in all four types of thinking. Additionally, lessons need to be designed so that they incorporate the concepts described in the Nature of Science.

Monday - Work on Force Car lab (can test)

Tuesday - Work on Force Car Lab (can test)

Wednesday - LAST DAY to test force care (the first 20 minutes) and the rest of the class time, you will be gathering the calculations and finishing the lab. If you are done with the lab/calculations, you can work on a Newton's Laws comic strip (information will be given in class - due Wednesday, October 27 and is worth 50 points)

Thursday - FORCE CAR LAB WILL BE DUE (100 points) and you can work on the Newton's Laws comic strip

Friday - AIR?, review, and work on a reading worksheet over gravity and weight **due at bell!

Week of October 11-15:

Standards:

A. Motion 1. “One-dimensional vectors” describe forces and motion acting in one direction. a. Moving from qualitative of motion to quantitative, including graphing to describe motion phenomena b. motion is limited to objects moving in a line (e.g., horizontally, vertically incline), that can be characterized in a single step(e.g., at rest, constant velocity, constant acceleration)c. motion of two objects may be compared or addressed simultaneously (e.g.,when or where they would meet) d. motion depends on the observer’s frame of reference; it is described in terms of distance, position, displacement, speed, velocity acceleration, time; there is no motionless frame from which to judge all motion

Monday - AIR?, review, go over Newton's Laws worksheet and mass vs weight and assign worksheet over Newton's 3rd Law *due Friday 10/15 and worth 30 points* and get into groups for Force car lab

Tuesday - Begin FMA - Force Car Lab

Wednesday - Lab

Thursday - Lab

Friday - Lab and collect Newton's 3rd law worksheet

Week of Oct. 4-8

Standards:

A. Motion 1. “One-dimensional vectors” describe forces and motion acting in one direction. a. Moving from qualitative of motion to quantitative, including graphing to describe motion phenomena b. motion is limited to objects moving in a line (e.g., horizontally, vertically incline), that can be characterized in a single step(e.g., at rest, constant velocity, constant acceleration)c. motion of two objects may be compared or addressed simultaneously (e.g.,when or where they would meet) d. motion depends on the observer’s frame of reference; it is described in terms of distance, position, displacement, speed, velocity acceleration, time; there is no motionless frame from which to judge all motion

Monday - AIR?, review and finish lab (due - 50 points) and begin Newton's Laws (Newton's Laws of Motion). If not completed before the bell, it is homework - due tomorrow = 20 points)

Tuesday - AIR?, review, check/go over the Newton's Laws of Motion worksheet and try FMA problems *due tomorrow!

Wednesday - AIR?, review, check/go over problems on the smart board and go over harder problems (FMA)

Thursday - AIR?, review and QUIZ over FMA (50 points)

Friday - No School

Week of September 27-October 1:

Standards:

A. Motion 1. “One-dimensional vectors” describe forces and motion acting in one direction. a. Moving from qualitative of motion to quantitative, including graphing to describe motion phenomena b. motion is limited to objects moving in a line (e.g., horizontally, vertically incline), that can be characterized in a single step(e.g., at rest, constant velocity, constant acceleration)c. motion of two objects may be compared or addressed simultaneously (e.g.,when or where they would meet) d. motion depends on the observer’s frame of reference; it is described in terms of distance, position, displacement, speed, velocity acceleration, time; there is no motionless frame from which to judge all motion

Monday - AIR?, introduce chapter 12 and check/go over reading worksheet (from Friday) pages 397-402 (20 points)

Tuesday - AIR?, review, assign green book problems over Newton's first and second laws page 747 problems 71-80

Wednesday - AIR?, review, check and go over green book problems and get ready for lab (mass vs weight)

Thursday and Friday - LAB - mass vs weight (due at the end of class Friday and is worth 50 points)

Week of Sept. 20 - 24

Standard(s):• Displacement, velocity (constant, average and instantaneous) and acceleration

• Interpreting position vs. time and velocity vs. time graphs

Monday - Finish the second speed lab (speed and three different mass objects) and assign page 370 (green practicing problems 1 and 2), page 375 green practice problems 1-5 and chapter review pages 390-391 2,3,7,8,9,10, 11, 12, 13, 14, 15, 22, and 23) DUE Tuesday, September 21 and is worth 20 points.

Tuesday - AIR?, review, check and go over green book problems and chapter review and go over what will be on the test.

Weds - TEST over chapter 11 (worth 100 points)

Thursday - 8th grade trip to canfield fairgrounds

Friday - AIR?, introduce chapter 12 (forces) and work on reading worksheet over pages 397 - 402 (due at bell)

Week of Sept. 13-17

Standard(s): Know the difference between displacement, velocity (constant, average and instantaneous) and acceleration. Interpreting position vs. time and velocity vs. time graphs.

Monday - AIR?, review and finish acceleration problems (started Friday in class) and begin lab

Tuesday - Thursday - LAB - Calculating speed (70 points) and Graphing Trials (70 points)

Friday - No school

**Labs will be due either Thursday OR Monday by the end of class (depending on time/problems).

Week of September 6-10

Monday - No School

Tuesday - AIR?, introduce chapter 11, assign key terms (pages 365 -5, page 372 - 1 and page 380 - 4 = total of 10 words and key ideas page 365-4, page 372 -3 and page 380 - 4 = 11 total questions) and write the equation for speed and acceleration with metric labels **due tomorrow, Wednesday, Sept 8 and is worth 15 points. PICTURE BELOW ON SET-UP!

Wednesday - AIR?, review, check and go over key terms and ideas, work on "Speed problem worksheet" on smart board as a class (any questions not completed = homework and is due tomorrow, Thursday, Sept 9 (points are dependent on questions left).

Thursday - AIR?, review, check/go over the rest of the speed worksheet, pass out and assign harder problems (WATCH THE CONVERSIONS) - due at bell

Friday - AIR?, review, go over the harder problems and go over metric mania:)

Week of August 30-Sept. 3

Monday - AIR?, review about the metric system, assign Metric Mania Packet (Due FRIDAY, Sept. 3 in class and is worth 50 points) and begin Lab.

*Three helpful videos will be posted on google classroom (Metric Mania help)

Tuesday-Friday - LAB (measurements) **Metric Mania will be collected in-class Friday, Sept. 3**

Week of August 23-27

Standard(s): Safety (LS1), relations to mass net force: 1- Newton of net force will cause a 1kg object to experience an acceleration of 1m/s2 or 1 N=kg*m/s2 (gravitational force, weight, of an object is proportional to its mass and gravitational field strength of an object which is equal to 9.8 N/kg (m/s2) on the surface of the Earth. 2- Quantifying gravitational potential energy is displayed by Eg=mgh

Monday – Open House

Tuesday – Waiver Day

Weds – AIR?, pass out syllabus, books, go over expectations about assignments and class/lab procedures and interest inventory (DUE THURSDAY, August 26 and is worth 15 points)!

Thursday – AIR?, video on lab safety (amoeba lab safety on utube), used page 1 in green spectrum books to draw/write the 9 symbols and color

Friday – AIR?, go over safety contract (parent and student signature*due Monday, August 30), finish the lab symbols (due at the end of the class period and is worth 20 points).

Please set-up chapter 11 key terms and idea answer like the picture above:)