MYP Physics 10/3/16 HW : Start SF back ground research 10/3 Science Fair Proposal- SF schedule / Measurement Lab Review HW :Proposal Reflection 10/4 Roller Coaster Project/Submit SF Proposal to Turnitin.com HW : Start SF back ground research SF Report Template 10/5 Roller Coaster Project 10/6 5 Week Exam Review 10/7 5 Week Exam Moved Physics Introduction-Rollercoaster Rollercoaster design Do seating chart next week

Date:10/3 Objective: I can reflect on my Science Fair Project and the MYP Criterion B Bell Ringer: A student in another group says that they have the most precise area because they calculated 96.778 cm2 for the area, which measures to a thousandth of a cm. What would you tell the student about their reasoning (agree or disagree and say why)  

Date:10/3 Objective: I can reflect on my Science Fair Project and the MYP Criterion B Measurement lab Quiz WR SF Schedule

Date:10/3 Objective: I can reflect on my Science Fair Project and the MYP Criterion B MYP Science Criterion Rubric for the Science Fair Project Open your proposal Reflect on the components in your proposal. Check the boxes in the reflection sheet that are included in your proposal. Circle components that need improvement   

Date:10/4 Objective: Objective: I can reflect on my Science Fair Project and the MYP Criterion B Grab a computer Go to our class web page Open document Project Report Template Independently read the document

Date:10/5 Objective: Objective: I can reflect on my Science Fair Project and the MYP Criterion B Bell Ringer: 1. Based on the graph below, What does a Y value of -100 mean?   2. What does an X value of -2 mean?

Date:10/4 Objective: I can reflect on my Science Fair Project and the MYP Criterion B Grade your Proposal according to the MYP Criterion B Rubric   

Date:10/3 Objective: I can reflect on my Science Fair Project and the MYP Criterion B Science Fair Proposal completed this week due next Monday. The proposal is found in the the Science Fair Project Guide on our class web page.  It will be submitted to Turnitin.com Do not close the computer. Leave it on and log out.  

https://www.turnitin.com/static/index.php All paperwork for the science fair project will be submitted through turnitin For students to enroll in this class, they will need both the enrollment password and the unique class ID generated by Turnitin. 2nd period class ID: 13711572 enrollment password: Amundsen2 Write this information on the back cover of your NB  

https://www.turnitin.com/static/index.php All paperwork for the science fair project will be submitted through turnitin For students to enroll in this class, they will need both the enrollment password and the unique class ID generated by Turnitin. 3rd period class ID: 13711587 enrollment password: Amundsen3 Write this information on the back cover of your NB  

https://www.turnitin.com/static/index.php All paperwork for the science fair project will be submitted through turnitin For students to enroll in this class, they will need both the enrollment password and the unique class ID generated by Turnitin. 7th period class ID: 13711599 enrollment password: Amundsen7 Write this information on the back cover of your NB  

Press create account

Use your CPS email your CPS password Press student Write your password in your notebook

Fill in your information Remember class ID: enrollment password:

Date:10/5 Objective: Objective: I can reflect on my Science Fair Project and the MYP Criterion B 2nd period Grab a computer Log into Turnitin.com Resubmit your SF Proposal Do not cut and paste----click the drop down arrow Select “single file upload” Use google drive and upload your SF Proposal

Date:10/5 Objective: I can investigate the design of a roller coaster. Bell Ringer: 1. Based on the graph below, What does a Y value of -100 mean?   2. What does an X value of -2 mean?

Date:9/30 Objective: I can explore the relationships between variables on a graph Bell Ringer: Based on the graph below, What does a Y value of -100 mean?   What does an X value of -2 mean?

Date:9/30 Objective: I can explore the relationships between variables on a graph Murder rate is the ratio of crimes in an area to the population of that area; expressed per 100,000 population per year mean?   What does an X value of -2 mean?

Date:9/30 Objective: I can explore the relationships between variables on a graph Bell Ringer: Based on the graph below, What does a Y value of -100 mean?   What does an X value of -2 mean?

Negative X-Axis Both Axes can be negative. A negative time can mean 'Time before the start' Profit per month graph with last year. X Axis is months from Jan 1 2011

Activity The report will be completed over the next 2 months You are only completing the Background research part of the report

Work Habit Grade 15% On time to class Turn in work on time Prepared for class-NB, pen/pencil, handouts, Binder Positive participation-collaborating, on task, not talking while Mr. Stoll or others are talking Follow procedures- Face forward, raise hand for questions and comments, cell phones in bag, bags and clothing off of your desk

Activity Date:10/5 Objective: I can investigate the design of a roller coaster. One person from each table obtain a book for each member at your table Open the TB to page 348 As a group read “What do you think?”

Activity Date:10/5 Objective: I can investigate the design of a roller coaster. Independently complete Part A #1 and 1a on TB p. 348 in your Notebook (NB) Title: TB p. 348 Part A

Activity Date:10/5 Objective: I can investigate the design of a roller coaster. With your group complete Part A #2 and 2a on TB p. 348 in your Notebook (NB) Title: TB p. 348 Part A

Activity Date:10/5 Objective: I can investigate the design of a roller coaster. With your group complete Part A #2 and 2a on TB p. 348 in your Notebook (NB) Title: TB p. 348 Part A

Activity Date:10/6 Objective: I can investigate the design of a roller coaster. Bell Ringer: The melting point of potassium thiocyanate determined by a student in the laboratory turned out to be 174.5 oC. The accepted value of this melting point is 173.2 oC. What is the percent error in this reading?

Activity Date:10/6 Objective: I can investigate the design of a roller coaster. Bell Ringer: 1. On March 24, 1989, the Exxon Valdez struck a reef in Prince William Sound, Alaska, spilling 37, 854, 120 L of crude oil. How many kilograms of oil were spilled? .88Kg/ 1 Liter of oil

Activity Date:10/6 Objective: I can investigate the design of a roller coaster. With your group complete Part A #3 on TB p. 349 in your Notebook (NB) Make it detailed Title: TB p. 348 Part A

Activity Date:10/6 Objective: I can investigate the design of a roller coaster. With your group complete Part A #4-5 on TB p. 349 in your Notebook (NB) Title: TB p. 348 Part A

Activity Date:10/6 Objective: I can investigate the design of a roller coaster. Exam Tomorrow: Study Guide Scientific Method- independent variable, dependent variable, hypothesis, control Significant figures- rules Accuracy vs precision Graphing- set up graph, best fit, predictions, positive negative, directly proportional, inversely proportions Measuring – certain and uncertain numbers Percent error- calculations Theories and Laws Comparing variables in a complex table

Activity Date:10/2 Test Grab a qwizdom remote Hold the on button for 3 seconds Enter the Session ID 207898 Enter your ID Number Question number is at the top Scroll up and down to highlight the correct answer Press send to enter your answer Press right arrow to go to the next question You can go back and change answers and skip and go back At the end press yes to finished to get your score

Activity Goal: Investigate the design of a roller coaster. 9/24 p. 5 Part A 1. Complete #1 in your notebook independently 3 minutes

Activity Goal: Investigate the design of a roller coaster. Part A With your shoulder partner complete #2 write down reasons for part 2a. 2 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 3. Complete #3 in your notebook independently 3 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 3a. Answer #3a in your notebook working with your shoulder partner 2 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 3a. Answer #3a in your notebook working with your shoulder partner 2 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 4. Complete #4 and 4a in your notebook working independently 3 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 5. Complete #5 with your shoulder partner 3 minutes

Activity Goal: Investigate the design of a roller coaster. 6. What did you discover about the design of a roller coaster? Answer independently in your notebook

Date: 9/25 Goal: I can review for a unit test Bell Ringer: Get a computer and power cord Go to web page: http://gbhsweb.glenbrook225.org/GBS/Science/chem/chem163/projects/factory/quiz.htm 3. Independently complete the quiz

Date: 9/25 Goal: I can review for a unit test Turn it in

Date: 9/25 Goal: I can review for a unit test You can review for the test tomorrow Go to Amundsen Web page then Mr. Stoll’s web page Complete the Stoll Review - Unit 1 Math…in your notebook Or You can work of your Science Fair Proposal

Date: 8/29/13 Goal: Understand terminology about linear motion. Bell Ringer: Name three symbols that represent something that you encounter in life. Ex: $ = Money @ = at LOL=Laughing out loud Work Independently

9/10 Activity Goal: Understand terminology about linear motion Workbook p 9-10 Independently answer the TEJ (Triple Entry Journal) column “What I Think it Means” Ex: Scalar - I thinks it is what fish have on their body 3 minutes

9/10 Activity Goal: Understand terminology about linear motion How to Annotate

9/10 Activity Goal: Understand terminology about linear motion Read Workbook p 11-12 and annotate 7 minutes

9/10 Activity Goal: Understand terminology about linear motion Units of distance and displacement is meter = m

meter

Date: 8/30/13 Goal: I can understand terminology about linear motion. Bell Ringer: A girl walked from point A to B to C. What is the girl’s distance and displacement in meters? Work Independently

Date: 8/30/13 Goal: I can understand terminology about linear motion. Independently read and annotate Workbook page 12-13

Date: 8/30/13 Goal: I can understand terminology about linear motion. Speed velocity video

Items 1. binder check Signed syllabus- only last page Safety contract Scientific Question and Hypothesis Check work for the week

Cooperative Learning Group

Cooperative Learning Groups RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses.1.Teacher poses a problem to which there are multiple possible responses or solutions.2.In pairs, students take turns stating responses or solutions orally. Rally Table ( mastery, thinking skills, communication) In pairs, students alternate generating written responses or solving problems.1.Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or procedures.2.In pairs, students take turns passing the paper and pencil , each writing an answer or making a contribution. RoundTable (teambuilding, mastery, thinking, communication, information sharing) In teams, students take turns generating written responses, solving problems, or making a contribution to the team project.1.Students sit in teams of four.72.Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group.**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating cooperative art.*Rotating recorder: Students take turns recording each student’s response.

Cooperative Learning Groups Stand Up, Hand Up, Pair Up (classbuilding) A classbuilding activity that can be used to motivate, activate prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun.1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down. 4. Teacher assigns and defines the task. 5. Students are given “think time.” 6. Pairs of students complete the task.A. Timed Pair ShareB. Rally Robin Responses 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed.

Date:8/26 Objective: I can investigate how to draw a roller coaster Bell Ringer: Write 5 words that you think are involved in physics?

Quiet Signal Mr. Stoll’s Hand goes up All students complete attention is directed to Mr. Stoll Students raise their hands Students signal other students that are not quiet

Cooperative Learning Group

Cooperative Learning Groups RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses.1.Teacher poses a problem to which there are multiple possible responses or solutions.2.In pairs, students take turns stating responses or solutions orally. Rally Table ( mastery, thinking skills, communication) In pairs, students alternate generating written responses or solving problems.1.Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or procedures.2.In pairs, students take turns passing the paper and pencil , each writing an answer or making a contribution. RoundTable (teambuilding, mastery, thinking, communication, information sharing) In teams, students take turns generating written responses, solving problems, or making a contribution to the team project.1.Students sit in teams of four.72.Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group.**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating cooperative art.*Rotating recorder: Students take turns recording each student’s response.

Cooperative Learning Groups Stand Up, Hand Up, Pair Up (classbuilding) A classbuilding activity that can be used to motivate, activate prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun.1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down. 4. Teacher assigns and defines the task. 5. Students are given “think time.” 6. Pairs of students complete the task.A. Timed Pair ShareB. Rally Robin Responses 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed.