Unit 1 How do we move?

Thursday 4/30/2026

Focus: Movement at the Joints Terms 

Bell Question:

1. No Bell Question, we are gong to start class by finishing the Movement Terms video.

Today's In-Class Class Tasks:

1. After the video students will be given movement cards and will have to:

   • • connect terms to descriptions and images

     • select cards and model a sports move that incorporates a specific movement from the card

     • select 4 cards and create a dance move from those movements

       1. • you must also name your dance move

2. We will then go over your last quiz.

Assignments:

1. Prepare for a quiz on Monday. For the quiz you:

   1. • • have to be able to label the anatomical terms, p.258

        • determine the planes of motion, based on movement around an axis, if show an image of a movement, p.258

        • identify the type of movement when given an image of a movement, p. 259 - 262

2. Continue reading and taking notes on B.1.1, pages 253 - 263 (including Range of Motion but NOT Anthropometry and Ergonomic Design)

   1. • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

Tuesday 4/28/2026

Focus: Anatomical Planes and Planes of Motion 

Bell Question:

1. No Bell Question, we will get straight in to the Body Plans and Cavities Surgery assignment.

Today's In-Class Class Tasks:

1. After going over the Bell Question, students will finish the Body Plans and Cavities Surgery assignment.

2. Once finished with the Body Plans and Cavities Surgery assignment, students will work on the Anatomical Planes of Motion handout.

Assignments:

1. If not finished, finish the Body Plans and Cavities Surgery assignment and/or the Anatomical Planes of Motion handout.

2. Continue reading and taking notes on B.1.1, pages 253 - 263 (including Range of Motion but NOT Anthropometry and Ergonomic Design)

   1. • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

Thursday 4/16/2026

Focus: Skeletal System & Anatomical Terms 

Bell Question:

1. Take out your Anatomical Planes and Cavities worksheet

Today's In-Class Class Tasks:

1. We will go over the answers to the Anatomical Planes and Cavities worksheet

2. Students will then complete the Directional Terms "Funny" worksheet

3. Student pairs will then begin the Body Plans and Cavities Surgery assignment.

Assignments:

1. Continue reading and taking notes on B.1.1, pages 253 - 263 (including Range of Motion but NOT Anthropometry and Ergonomic Design)

   1. • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

Tuesday 4/14/2026

Focus: Skeletal System & Anatomical Terms 

Bell Question:

1. Open your Topic B.1.1 Skeletal System Student Slideshow Notes

Today's In-Class Class Tasks:

1. We will go over the answers to the Topic B.1.1 Skeletal System Student Slideshow Notes.

2. Students will then work on the Directional Terms Review Worksheet

   • • We will go over the answers once students are finished

3. We will then discuss the videos on Planes of the Body and Motion as well as  these Planes of Motion handout.

Assignments:

1. Complete this Anatomical Planes and Cavities worksheet.

   1. • For Level 2 - #4 Body Regions, you will need to Google the meaning/location of some of the regions

      • For Level 3 - #3, you will use the body regions from Level 2 - #4

2. Continue reading and taking notes on B.1.1, pages 253 - 263 (including Range of Motion but NOT Anthropometry and Ergonomic Design)

   1. • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

Friday 4/10/2026

Focus: Topic B.1.1, Anatomical Terminology & The Skeletal System

Bell Question:

1. No Bell Question today; students will start class by finishing the quiz

Today's In-Class Class Tasks:

1. Once finished with the queiz, students will be given the block  to work on the Topic B.1.1 Skeletal System Student Slideshow Notes, given in Google Classroom.

   • • You will need a textbook opened to B.1.1 (p. 253) to complete the assignment.

     • You can work with others to complete the slideshow notes.

Assignments:

1. If not finished with the slideshow notes, please finish.

2. Begin reading and taking notes on B.1.1, pages 253 - 263 (including Range of Motion but NOT Anthropometry and Ergonomic Design)

   1. • • This course is equivalent to a college level class. Reading assignments are not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

Monday 4/6/2026

Focus: Kinematics - Newton's Laws of Motion (continued)

1. Learning Outcomes:

   1. • 4.3.7: Define Newton’s three laws of motion. OLD

      • 4.3.8: Explain how Newton’s three laws of motion apply to sporting activities. OLD

      • B.2.1.1: Linear and angular motion can be analyzed using Newton's laws of motion. NEW

Bell Question:

1. Classify each of  the levers in Image 1 as first, second or third class levers.

Today's In-Class/Remote Class Tasks:

1. We will finish reviewing the Newton's Laws of Motion and Applying Newton's Laws assignment.

Assignments

• 1. Complete reading and taking notes on B.2.1, starts on page 309

     • • Once we finish reviewing the Newton's Laws of Motion and Applying Newton's Laws assignment, we will have a quiz.

         • • Quiz will most likely be started on Monday.  The quiz will be on the following concepts:

             1. 1. parts of a lever

                2. 3 classes of levers

                3. examples of each type of lever within the body, review the book examples

                4. definition of kinematics, linear kinematics and angular kinematics, vector, scalar, displacement, distance, speed, velocity,  acceleration, angular displacement, angular velocity, kinetics, force, resultant motion, gravity, mass, weight, linear momentum, linear impulse, torque, eccentric force, moment of inertia, and angular momentum

                5. Be prepared to solve problems for speed, velocity and acceleration

                6. Know Newton's 3 laws of motion

                7. Be prepared to identify the law of motion when given an example from sport

                8. When given sport examples, be prepared to identify the proper concept from Newton's Laws of Motion and Applying Newton's Laws assignment

                9. Distinguish transfer of angular momentum from trading angular momentum

Supportive Media

1. past IB question on velocity

Thursday 4/2/2026

Focus: Kinematics - Newton's Laws of Motion (continued)

1. Learning Outcomes:

   1. • 4.3.7: Define Newton’s three laws of motion. OLD

      • 4.3.8: Explain how Newton’s three laws of motion apply to sporting activities. OLD

      • B.2.1.1: Linear and angular motion can be analyzed using Newton's laws of motion. NEW

Bell Question:

1. Students will work on a Kinematics worksheet to start things off..

Today's In-Class/Remote Class Tasks:

1. We will then review the Newton's Laws of Motion and Applying Newton's Laws assignment.

Assignments

• 1. Complete reading and taking notes on B.2.1, starts on page 309

     • • Once we finish reviewing the Newton's Laws of Motion and Applying Newton's Laws assignment, we will have a quiz.

         • • Quiz will most likely be started on Monday.  The quiz will be on the following concepts:

             1. 1. parts of a lever

                2. 3 classes of levers

                3. examples of each type of lever within the body, review the book examples

                4. definition of kinematics, linear kinematics and angular kinematics, vector, scalar, displacement, distance, speed, velocity,  acceleration, angular displacement, angular velocity, kinetics, force, resultant motion, gravity, mass, weight, linear momentum, linear impulse, torque, eccentric force, moment of inertia, and angular momentum

                5. Be prepared to solve problems for speed, velocity and acceleration

                6. Know Newton's 3 laws of motion

                7. Be prepared to identify the law of motion when given an example from sport

                8. When given sport examples, be prepared to identify the proper concept from the Apply ing Newton's Laws of Motion in Sports handout

                9. Distinguish transfer of angular momentum from trading angular momentum

Supportive Media

1. past IB question on velocity

Tuesday 3/31/2026

Focus: Kinematics - Newton's Laws of Motion (continued)

1. Learning Outcomes:

   1. • 4.3.7: Define Newton’s three laws of motion. OLD

      • 4.3.8: Explain how Newton’s three laws of motion apply to sporting activities. OLD

      • B.2.1.1: Linear and angular motion can be analyzed using Newton's laws of motion. NEW

Bell Question:

1. I will play the video below once class begins

Today's In-Class/Remote Class Tasks:

1. After we watch the video on Newton's Laws of Motion, students will login to Gizmo and open the Golf Range Gizmo.

   1. • We will discuss how Newton's Laws of Motion apply to a golf swing.

2. Students will then be given time to work on the Newton's Laws of Motion and Applying Newton's Laws assignment.

Assignments

• 1. Complete the Newton's Laws of Motion and Applying Newton's Laws assignment. Due Thursday, 4/1.

  2. Continue reading and taking notes on B.2.1, starts on page 309

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. past IB question on velocity

Friday 3/27/2026

Focus: Newton's Laws of Motion

I am out today so instead of working on kinematics, we are going to move onto Newton's Laws of Motion

Bell Question:

1. Grab a textbook from the bookshelf.

Today's In-Class/Remote Class Tasks:

1. Go to Google Classroom and open the Newton's Laws of Motion and Applying Newton's Laws assignment.

2. Using your textbook and the video links work through the assignment.

   1. • You will not finish during this block. The remainder of this assignment will be done as homework but not due until Thursday, 4/1

Assignments

• 1. Continue working on the Newton's Laws of Motion and Applying Newton's Laws assignment. Due Thursday, 4/1.

  2. Continue reading and taking notes on B.2.1, starts on page 309

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. past IB question on velocity

Wednesday 3/25/2026

Focus: Kinematics - Velocity & Acceleration Review / Angular Kinematics

1. Learning Outcomes:

   1. • 4.3.1: Define the terms force, speed, velocity, displacement, acceleration, momentum and impulse.

      • 4.3.2: Analyze velocity–time, distance–time and force–time graphs of sporting actions.

Bell Question:

1. Using the graph in Image 1 (below), calculate the acceleration of the objects between:

   • • Point 1 and Point 2

     • Point 2 and Point 3

     • Point 3 and Point 4

     • Point 5 and Point 6

     • Point 6 and Point 7

Today's In-Class/Remote Class Tasks:

1. We will go over the answers to the Bell Question and your homework

2. We will then discuss angular kinematics, angular velocity, angular acceleration and instantaneous velocity and average velocity.

   1. • What is angular kinematics?

3. Students will finish by playing around with the Golf Range Gizmo with the purpose of determining factors that influence the flight of a struck golf ball.

   1. • Student groups should list these factors

Assignments

• 1. Continue reading and taking notes on B.2.1, starts on page 309

     • • We will be on this Topic for awhile.

       • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. past IB question on velocity

Monday 3/23/2026

Focus: Kinematics - Speed Review / Velocity / Acceleration

1. Learning Outcomes:

   1. • 4.3.1: Define the terms force, speed, velocity, displacement, acceleration, momentum and impulse.

      • 4.3.2: Analyze velocity–time, distance–time and force–time graphs of sporting actions.

Bell Question:

1. What does kinematics mean?

   • • What is linear kinematics?

2. Open the Cat & Mouse Gizmo

   • • Give the mouse an 8.5 meter head start.

     • Set the speed of the mouse at 5 m/sec

       1. • 1. What is the minimum speed the cat must run in order to catch the mouse?

            2. View this YouTube video. Compare the Gizmo to the events in the video.

3. Open the Distance-Time Graphs Gizmo 

   • • Click Show Graph and Show Animation for 1 runner

     • Create a graph in which the runner runs back and forth TWICE.

       1. • Be prepared to answer the following questions:

            2. 1. What was the total distance travelled by the runner?

               2. What was the speed of the runner?

               3. What is the difference between speed and velocity?

               4. How many times did the runner change directions?

               5. Realistically, what would happen to the runners speed every time the runner changed direction?

               6. What is acceleration?

               7. Questions 1 through 6 focus on scalars and vectors. What are scalars and vectors?

Today's In-Class/Remote Class Tasks:

1. After discussing the Bell Question,  students will make their own Google Sheets time/distance graph from this scenario:

   1. • A runner travels 10 meters in the first two  seconds of running, covers 30 meters in the next 4 seconds, slows down and only goes 5 meters in the next 2 seconds but finishes strong by traveling 15 meters in the last two seconds.

        1. • What was the total distance traveled.

           • How long did it take to run that distance.

           • What was the runner's average speed?

2. Students will then begin the Velocity vs Time Worksheet 1 &  Velocity vs Time Worksheet 2

Assignments

• 1. Finish the the Velocity vs Time Worksheet 1 &  Velocity vs Time Worksheet 2

  2. Continue reading and taking notes on B.2.1, starts on page 309

     • • We will be on this Topic for awhile.

       • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. Distance Time Velocity Graphs worksheet is given in Google Classroom

Thursday 3/19/2026

Focus: Kinematics

Bell Question:

1. Watch this 100 yd kick return by TreVeyon Henderson, from this past season

   1. • With your group, discuss all aspects of physics that applies to this run.

Today's In-Class Class Tasks:

1. We will discuss the Bell Question.

2. Students will then work on the Distance and Time Gizmo as a class assignment

3. With time remaining, students should begin the Distance, Time and Velocity Gizmo assignment, this is homework if not done during class.

Assignments:

• 1. Complete the Gizmo assignments given today; both are in Google Classroom.

  2. Begin reading and taking notes on B.2.1, starts on page 309

     • • We will be on this Topic for awhile.

       • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. 100 yd kick return by TreVeyon Henderson

Tuesday 3/17/2026

Focus: Long Bone & Synovial Joint Quiz / Levers

Bell Question:

1. No Bell Question, get into test-taking seats

Today's In-Class Class Tasks:

1. Students will complete the Long Bone and Synovial Joint Quiz.

2. Once finished with the quiz, login to Gizmos, open the Levers Gizmo and try to figure out:

   • • How to operate the Gizmo

     • How to manipulate things in the Gizmo

     • Specific facts about levers.

3. Students will then create a Google Slideshow and do the following:

   • • Create a cover slide that has your name

     • Find three images of athletes in which they are

       1. • bending (flexion) the elbow joint

          • extending the elbow joint

          • raising the body with the ankle joint (extension)

     • Paste each image on a separate slide

     • Using a line and a triangle, add the lever and fulcrum onto the image (over the respective body parts)

     • Use arrows and labels to show the direction of the effort and load

     • Identify the muscles that are the agonists (effort should be pointing towards the origin)

     • Identify the class of lever

Assignments:

• 1. Complete the Sports and Levers assignment, submit to Google Classroom. Due Thursday, 3/19

  2. Continue reading and taking notes on B.1.4., pages 300 - 304

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. Prevention article on Exercise and Bone Density

2. Synovial Joints handout

3. 1.1.9 Notes Sheet

4. Bone Information Sheet

Friday 3/13/2026

Focus: Synovial Joints / Levers

Bell Question:

1. Grab a book from the bookshelf, open to page 269 and be ready to identify examples of:

   1. • long bones

      • short bones

      • flat bones

      • irregular bones

      • sesamoid bone

Today's In-Class Class Tasks:

1. We will going over the different types of synovial joints with in-class skeletons and the Synovial Joints handout

2. Students will then watch video #4 and complete the 1.1.9 Notes Sheet (old curriculum but still valid) as we watch the video.

Assignments:

• 1. Prepare for a quiz on the Anatomy of a Long Bone and Structure of a Synovial Joint. You will need to identify the names of regions and structures of a long bone.

     • • refer to the Anatomy of a Long Bone handout, given when we discussed the Long Bone Dissection

       • You will also need to know both, the basic structures of a long bone and synovial joint AND the functions of those parts

         • • refer to your book (p. 271 and 275 - 276) and this Bone Information Sheet can help with the functions of a long bone.

  2. Continue reading and taking notes on B.1.4., pages 300 - 304

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. Prevention article on Exercise and Bone Density

2. Synovial Joints handout

3. 1.1.9 Notes Sheet

4. Bone Information Sheet

Wednesday 3/11/2026

Focus: Parts of a Long Bone / Joints

Syllabus Understandings

1. B.1.2: The structures of connective tissues and joints are related to their function in enabling movement.

   • Connective tissues—bone, ligaments, cartilage, fascia and tendons—have functions that increase stability and permit movement. 

   • The three main types of articulations—fibrous, cartilaginous and synovial—have different structures and functions. 

   • The various types of joints, and classes of synovial joints, vary in the amount of stability and movement they provide.

Bell Question:

1. Read this Prevention article on Exercise and Bone Density

   • • Why does exercise improve bone density?

     • What can you do to maintain healthy bone density?

Today's In-Class Class Tasks:

1. We will start class by going over the Virtual Long Bone Dissection and the parts of a long bone.

2. We will then discuss bone as an active tissue, students will watch Video 1 to help explain the findings in the article

3. We will then watch the Crash Course video on Joints

   • • We will go over the different types of synovial joints with in-class skeletons and the Synovial Joints handout

4. Students will then watch video #4 and complete the 1.1.9 Notes Sheet (old curriculum but still valid) as we watch the video.

Assignments:

• 1. Continue reading and taking notes on B.1.2., pages 269 - 279

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

  2. Prepare for a quiz on the Anatomy of a Long Bone and Structure of a Synovial Joint. You will need to identify the names of regions and structures of a long bone.

     • • refer to the Anatomy of a Long Bone handout, given today in Google Classroom.

       • You will also need to know both, the basic structures of a long bone and synovial joint AND the functions of those parts

         • • refer to your book (p. 271 and 275 - 276) and this Bone Information Sheet can help with the functions of a long bone.

       • Quiz to be given on Tuesday, 3/17.

Supportive Media

1. Prevention article on Exercise and Bone Density

2. Synovial Joints handout

3. 1.1.9 Notes Sheet

4. Bone Information Sheet

Monday 3/9/2026

Focus: B.1.3.1 Vocabulary Quiz / Impacts of Space Travel on Muscle Mass Long Bone Virtual Dissection

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. What major antagonistic muscle pair is working together to hold the body in this position?

2. What type of muscle contraction is this muscle pair engaging?

Today's In-Class Class Tasks:

1. After the discussing the Bell Question, students will take the B.1.3.1  Vocabulary Quiz

2. We will then discuss the ATL on page 287 in the upper right hand corner. What I want you and your partners to do:

   • • "What happens to muscle mass and strength during an extended spaceflight where astronauts are in an environment where the gravitational forces are considerably less than those on Earth?

       1. • Research the impact of space travel on muscle tone

          • Come up with several exercises an astronaut can do, while in space, to improve the situation they face.

            1. • You should target both fast twitch and slow twitch muscles in these examples.

3. We will start class with a virtual dissection of a long bone. The importance of this activity is to understand the components of a long bone, the function of those components as well as the function of bones.

   • • Long Bone Dissection

Assignments:

• 1. Finish the Long Bone Dissection

  2. Complete reading and taking notes on B.1.2., pages 269 - 279

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. B.1.3.1 Lecture Notes,

Thursday 3/5/2026

Focus: Antagonistic Muscle Pairs & Weird Sports (cont.)/ Muscle Structure and Muscle Types

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. No Bell Question, we will continue the presentations after the bell rings.

Today's In-Class Class Tasks:

1. We will have 2 to 3 students present

2. We will then finish working through the B.1.3.1 Syllabus Understanding.

   • • 1. • I will use my B.1.3.1 Lecture Notes as we discuss the concepts

3. We will then discuss the ATL on page 287 in the upper right hand corner. What I want you and your partners to do:

   • • Research the impact of space travel on muscle tone

     • Come up with several exercises an astronaut can do, while in space, to improve the situation they face.

       1. • You should target both fast twitch and slow twitch muscles in these examples.

Assignments:

• 1. Review the vocabulary terms discussed in the B.1.3.1 Lecture Notes, you will have a vocab quiz next class. You are responsible for:

     • • skeletal muscle, smooth muscle, cardiac muscle, contractility, extensibility, elasticity, fascicle, muscle fiber, myofibril, motor unit, all or nothing principle, Type I motor units, Type IIa motor units, Type IIx motor units, hypertrophy, atrophy, isometic muscle contraction, isotonic muscle contraction,  concentric muscle contraction,  eccentric muscle contraction, isokinetic motion, agonist, antagonist, fixator, synergist, reciprocal inhibition, insertion and origin

  2. Begin reading and taking notes on B.1.2., pages 269 - 279

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. B.1.3.1 Lecture Notes,

Tuesday 3/3/2026

Focus: Antagonistic Muscle Pairs & Weird Sports (cont.)/ Muscle Structure and Muscle Types

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. No Bell Question, we will continue the presentations after the bell rings.

Today's In-Class Class Tasks:

1. We will have students present

2. We will then work through the B.1.3.1 Syllabus Understanding.

   • • 1. • I will use my B.1.3.1 Lecture Notes as we discuss the concepts

3. We will then discuss the ATL on page 287 in the upper right hand corner. What I want you and your partners to do:

   • • Research the impact of space travel on muscle tone

     • Come up with several exercises an astronaut can do, while in space, to improve the situation they face.

       1. • You should target both fast twitch and slow twitch muscles in these examples.

Assignments:

• 1. Review the vocabulary terms discussed in the B.1.3.1 Lecture Notes, you will have a vocab quiz next class. You are responsible for:

     • • skeletal muscle, smooth muscle, cardiac muscle, contractility, extensibility, elasticity, fascicle, muscle fiber, myofibril, motor unit, all or nothing principle, Type I motor units, Type IIa motor units, Type IIx motor units, hypertrophy, atrophy, isometic muscle contraction, isotonic muscle contraction,  concentric muscle contraction,  eccentric muscle contraction, isokinetic motion, agonist, antagonist, fixator, synergist, reciprocal inhibition, insertion and origin

  2. Begin reading and taking notes on B.1.2., pages 269 - 279

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1. B.1.3.1 Lecture Notes,

Friday 2/27/2026

Focus: Muscle Contractions / Antagonistic Muscle Pairs of the Body & Weird Sports

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. No Bell Question

Today's In-Class Class Tasks:

1. Students will work through the Muscle Contractions Demonstration task.

2. We will then discuss some "not so famous" sports.

3. We will discuss the actions of the following antagonistic muscle pairs:

   • • Biceps and Triceps:
       - Biceps Brachii  flexes the elbow.
       - Triceps Brachii extends the elbow.

     • Quadriceps and Hamstrings:
       - Quadriceps extends the knee.
       - Hamstrings flex the knee.

     • Pectoralis Major and Latissimus Dorsi:
       - Pectoralis Major  brings the arm forward (flexion).
       - Latissimus Dorsi pulls the arm backward (extension).

     • Deltoids and Lats:
       - Deltoids abduct the shoulder. Abduct refers to moving away from the center of the body
       - Latissimus Dorsi adducts the shoulder. Adduct refers to moving closer to the center of the body 

     • Tibialis Anterior and Gastrocnemius:
       - Tibialis Anterior dorsiflexes the foot. Dorsiflexion is the upward bending of the  foot (flexion of the ankle joint)
       - Gastrocnemius plantarflexes the foot. Plantarflexion is the downward bending of the foot (extension of ankle joint)

4. You will then need to identify specific actions shown in your chosen sport video that demonstrates each of the 5 antagonistic muscle actions described above.

   • • You should write down the time each action occurs because you will be presenting this to the class

Assignments:

• 1. Be prepared to present your sport/muscle actions.

  2. Continue reading and taking notes on B.1.3, pages 281 - 292. Do NOT read beyond 281; that is HL content and this class is a Standard Level  (SL) class. FYI, the handout given today on the structure of muscles is actually part of B.1.2. I felt you needed the background info.

     • • It is imperative that you put together a learning aide (index cards, split page, Quizlet, etc) to help learn vocabulary terms.

       • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1.  B.1.3.1 Lecture Notes

Wednesday 2/25/2026

Focus: Muscle Functions and Types of  Contractions

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. No Bell Question

Today's In-Class Class Tasks:

1. We will then work through the B.1.3.1 Syllabus Understanding.

   • • I will use my B.1.3.1 Lecture Notes as we discuss the concepts

     • Once we work our way through eccentric, concentric and isometric contractions, students will work through the Muscle Contractions Demonstration task.

Assignments:

• 1. Continue reading and taking notes on B.1.3, pages 281 - 292. Do NOT read beyond 281; that is HL content and this class is a Standard Level  (SL) class. FYI, the handout given today on the structure of muscles is actually part of B.1.2. I felt you needed the background info.

     • • It is imperative that you put together a learning aide (index cards, split page, Quizlet, etc) to help learn vocabulary terms.

       • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1.  B.1.3.1 Lecture Notes

Thursday 2/12/2026

Focus: Muscle Functions and Types of  Contractions

Syllabus Understandings

1. B.1.3.1: The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

Bell Question:

1. You go to the gym to do some strength training exercises. Make a list of at least 5 exercises you might perform.

Today's In-Class Class Tasks:

1. We will then work through the B.1.3.1 Syllabus Understanding.

   • • I will use my B.1.3.1 Lecture Notes as we discuss the concepts

Assignments:

• 1. Begin reading and taking notes on B.1.3, pages 281 - 292. Do NOT read beyond 281; that is HL content and this class is a Standard Level  (SL) class. FYI, the handout given today on the structure of muscles is actually part of B.1.2. I felt you needed the background info.

     • • This course is equivalent to a college level class. This assignment is not optional, it is an expectation of a student who wishes to find success at this level.

Supportive Media

1.  B.1.3.1 Lecture Notes

Tuesday 2/10/2026

Focus: Data Analysis Quiz

Syllabus Understanding:

1. B.1.3.1—The body uses different types of muscular contractions to create movement and stability. Each type of contraction has a different function.

   1. • Acetylcholine is a neurotransmitter stimulating skeletal muscle contraction.

      • Muscles are organized in functional groupings called motor units that contract using the all-or-none principle.

      • Muscular contraction requires the metabolism of ATP within the muscle cells.

      • Motor units are differentiated by fibre type and neuron diameter: types I, IIa and IIx. Their recruitment patterns vary depending on the activity.

      • Hypertrophy and atrophy of muscle can cause alterations in a motor unit recruitment pattern.

      • Contractions can be described in four different ways: isometric, isotonic concentric, isotonic eccentric and isokinetic.

      • Muscles usually function in pairs, and act with reciprocal inhibition: their pairings are agonist and antagonist.

Bell Question:

1. No Bell Question, get into test-taking seats

Today's In-Class Class Tasks:

1. Students will complete the Data Analysis Quiz

2. Once finished with the quiz, begin the Muscles & Bones Gizmos - given in Google Classroom.

Assignments:

• 1. Complete the Muscles & Bones Gizmos - given in Google Classroom

Supportive Media

Friday 2/6/2026

Focus: T.Test Practice Review / Correlation vs Causation

Bell Question:

1. View the graphs below and then do the following with your table mates:

   • • Determine statements that can be made about the data.

Today's In-Class Class Tasks:

1. We will briefly discuss the Bell Question,

2. We will then discuss the Practicing T.Test assignment.

3. Students will then complete the Causation vs Correlation assignment, given in Google Classroom.

   1. • Once finished, we will discuss the difference between causation and correlation

Assignments:

• 1. Finish reading and taking notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

     • • We will have a quiz on Tuesday 2/10. Students will have to use a spreadsheet to:

         • • Determine the mean and standard deviation of data sets

           • Determine the coefficient of variation within the data sets

           • Calculate the p value of data sets (T.test) and determine the importance of this p value.

           • Determine appropriate conclusions from the data

           • Graph the data, which will include titles and standard deviation (error) bars.

Supportive Media

Wednesday 2/4/2026

Focus: Statistical Significance and T-tests

Bell Question:

1. Open the T-Test Practice spreadsheet in the Performing T-Tests assignment, given in Google Classroom.

Today's In-Class Class Tasks:

1. We will continue with the Video Practice portion of the assignment, which we began last class.

   1. • In the Google assignment, and here, is a link for T-test codes for Google Sheets

        1. • Use the codes in here to understand the order of commands and the numbers that represent tails and paired/unpaired)

             1. • Always use 3 for unpaired

Assignments:

• 1. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

• 1. link for T-test codes for Google Sheets

  2. Old SEHS Textbook

Monday 2/2/2026

Focus: Statistical Significance and T-tests

Bell Question:

1. Jaylen Brown's average points scored per game this season is 29.4 with a standard deviation of 7.6.

   • • Within how many standard deviations does his 1/5 and 1/17 scores fall? See the 1/26 agenda for scores.

2. Last year Jaylen Brown averaged 22.2 points with a standard deviation of 8.9.

   • • What can you determine about his 2025/26 scoring performance when compared to his 2024/25 performance.

Today's In-Class Class Tasks:

1. We will discuss the Bell Questions and any questions you might have had about the graphing assignment.

2. We will then model an IA research question and data collection, which will lead to the need for statistical analysis

3. To better understand statistical significance students will watch a tutorial on how to perform T-tests and complete .

   1. • While watching the video, I will stop the video and students will practice along with the narrator.

        1. • The spreadsheet has a Video Practice tab with all of the problems in the video. Students will just have to calculate the p value

      • In the Google assignment, and here, is a link for T-test codes for Google Sheets

        1. • Use the codes in here to understand the order of commands and the numbers that represent tails and paired/unpaired)

             1. • Always use 3 for unpaired

Assignments:

• 1. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

• 1. link for T-test codes for Google Sheets

  2. Old SEHS Textbook

Thursday 1/29/2026

Focus: Standard Deviation & Coefficient of Variation

Bell Question:

1. Open the 2021 Super Bowl and Standard Deviation assignment in Google Classroom

   • • Open the Google Doc

Today's In-Class Class Tasks:

1. We will discuss Tables 1 - 4 , the spreadsheet and Step 5 of 2021 Super Bowl and Standard Deviation assignment.

2. Students will work through the Analysis Questions

3. We will then discuss how to graph our data and add standard deviation bars to a graph.

   1. • You will need to take notes on this

4. We will then discuss the Graphing Super Bowl Data assignment, given in Google Classroom.

5. Students will have the rest of the block to work on 

   1. • the Graphing Super Bowl Data assignment, given in Google Classroom

Assignments:

• 1. Complete the Graphing Super Bowl Data assignment, given in Google Classroom.

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

• 1. San Francisco 49ers 23/24 Game Schedule

  2. Kansas City Chiefs 23-24 Game Schedule

  3. Standard Deviation & Variance

Tuesday 1/26/2026

Focus: Standard Deviation & Coefficient of Variation

Bell Question:

1. Image 1 has the points scored by Jaylen Brown (of the Celtics) for each of the last 10 games in which he played?

   • • Were the points he scored on January 5th and the 17th unusual or within his expected range of scores?

       1. • How do you know?

            1. • How can you verify?

Today's In-Class Class Tasks:

1. We will start class by discussing Standard Deviation

2. Students will then open the 2024 Super Bowl and Standard Deviation assignment in Google Classroom

   1. • Open the Google Doc

3. We will work through Steps 1 through 3 of the assignment as a whole group

4. Students will then have the remainder of the assignment to complete individually

   1. • What ever does not get completed in class will be homework.

Assignments:

• 1. Complete the first four tables of the 2021 Super Bowl and Standard Deviation assignment

     • • Neither the Google Doc nor the Google Sheet need to be submitted, we will complete them in class.

  2. Read and take notes on pages 138 - 146 (minus Components of Fitness) of the Old SEHS Textbook

Supportive Media

• 1. Old SEHS Textb ook

  2. 2021 KC Chiefs Schedule, Begins on 9/102020

  3. Standard Deviation & Variance