1. MYP Physics 9/12/16
9/12 MYP learner profile and Careers in Physics-Criterion
9/13 Simpson Scientific Method
HW: Read, annotate, complete1-2 Physics Reading Guide p1-3
9/14 Experimental Design Evaluation-Video
HW: Read, annotate, complete1-2 Physics Reading Guide p4-6
9/15 Scientific Method- Think Aloud
HW: Quiz Review
9/16 Quiz HW: Science Fair Questions
Moved
Physics Introduction-Rollercoaster Rollercoaster design
Do seating chart next week

2. Date:9/12 Objective: I can investigate the IB/MYP learner profile
Bell Ringer:  
Based on the information you read in the milk activity, make an educated prediction or hypothesis that could explain your observations.

3. Date:9/12 Objective: I can investigate the scientific method
3rd period
Write down this
Number from
your textbook

4. Date:9/12 Objective: I can investigate the IB/MYP learner profile
Bell Ringer: What helps you understand new information?
Write as many as applicable: Working by Myself
Talking with a Partner Watching a video
Talking in Small Groups Talking as a Whole Class
Teacher Lecture Reading a Textbook Completing Labs
Drawing Taking Notes Building a Model
Writing about a Topic Other: ______________
What else do I need to know about you to help you be successful this year? (optional)

5. Date:9/12 Objective: I can investigate the IB/MYP learner profile
Homework check 1-1 reading Guide

6. Physics Careers and the IB Learner Profile

7. Civil Engineer - deals with the design, construction and maintenance of the physical and naturally built environment, including works such as bridges, roads, canals, dams and buildings

8. Astrophysicist – deals with the physics of the universe
Astrophysicist – deals with the physics of the universe. They apply many disciplines of physics, including mechanics, electromagnetism, statistical mechanics, thermodynamics, quantum mechanics, relativity, nuclear and particle physics, and atomic and molecular physics.

9. Geophysicist - observes tectonic plate motions and studies the internal structure of the Earth. Can also analyze potential petroleum reservoirs and mineral deposits, locate groundwater, locate archaeological finds, find the thicknesses of glaciers and soils, and degree of environmental remediation required.

10. Biomedical engineering is the application of engineering principles and techniques to the medical field. This field seeks to close the gap between engineering and medicine. Includes the development of biomedical technology such as pacemakers, dialysis machines, MRI machines, and Ultrasounds.

11. Quantitative Analyst – A person who works in finance using numerical or quantitative techniques.

12. Environmental Engineer – applies science and engineering principles to improve the environment (air, water, and/or land resources), to provide healthy water, air, and land for human habitation and for other organisms, and to remediate polluted sites.

13. Nuclear Physicist - studies the building blocks and interactions of atomic nuclei. The most commonly known applications of nuclear physics are nuclear power and nuclear weapons, but the research has provided wider applications, including those in medicine, materials engineering, and archaeology.

14. Reflection Complete IB learner profile characteristic
On the bottom of your paper:
PICK ONE
Write 5 sentences about which learner profile characteristic is your strength and which is your weakness. Explain why.
Write 5 sentences about which career is the most interesting to you. Explain why.

15. Date:9/13 Objective: I can analyze the scientific method in an experiment
Bell Ringer:
List 4 characteristics of the IB learner profile and explain how one of the characteristic could be used in this class.

16. Independently read the IB/MYP objectives and criterion page 9 and 10
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 9 and 10

17. Independently read the IB/MYP objectives and criterion page 9 and 10
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 9 and 10
Share with your elbow partner 2 items from the reading that stood out to you, and explain why.

18. Independently read the IB/MYP objectives and criterion page 9 and 10
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 9 and 10
Class share

19. Independently read the IB/MYP objectives and criterion page 11 and 12
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 11 and 12

20. Independently read the IB/MYP objectives and criterion page 11 and 12
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 11 and 12
Share with your elbow partner 2 items from the reading that stood out to you, and explain why.

21. Independently read the IB/MYP objectives and criterion page 11 and 12
Date:9/13 Objective: I can analyze the scientific method in an experiment
Independently read the IB/MYP objectives and criterion page 11 and 12
Class share

22. As a class read the scientific summary
Date:9/13 Objective: I can analyze the scientific method in an experiment
As a class read the scientific summary

23. With your elbow partner complete the Simpsons scientific method
Date:9/13 Objective: I can analyze the scientific method in an experiment
With your elbow partner complete the Simpsons scientific method
Partner one completes Experiment 1
Partner two completes Experiment 2
Then you share your answers with your partner

24. Front of class 2nd
Door W I N D O S
Door

25. Front of class 3rd
Door W I N D O S
Door

26. Front of class 7th
Door W I N D O S
Door

27. Define: Independent variable and dependent variable
Date:9/14 Objective: I can evaluate the experimental design of an experiment
Bell ringer:
Define: Independent variable and dependent variable

28. With your elbow partner complete the Simpsons scientific method
Date:9/14 Objective: I can analyze the scientific method in an experiment
With your elbow partner complete the Simpsons scientific method
Partner one completes Experiment 1
Partner two completes Experiment 2
Then you share your answers with your partner

29. Explain the difference between precision and accuracy?
Date:9/15 Objective: I can evaluate the experimental design of an experiment
Bell Ringer:
Explain the difference between precision and accuracy?

30. With your elbow partner complete the Simpsons scientific method
Date:9/15 Objective: I can analyze the scientific method in an experiment
With your elbow partner complete the Simpsons scientific method
Partner one completes Experiment 1
Partner two completes Experiment 2
Then you share your answers with your partner

31. Evaluation of Experimental Design Video
Date:9/15 Objective: I can evaluate the experimental design of an experiment
Evaluation of Experimental Design
Video
Myth Busters “Elevator of Death”

32. Review 1-2 Physics Reading Guide
Date:9/16 Objective: I can evaluate the experimental design of an experiment
Review 1-2 Physics Reading Guide

33. Date:9/16 Objective: I can evaluate the experimental design of an experiment

34. Date:9/16 Objective: I can evaluate the experimental design of an experiment

35. Date:9/16 Objective: I can evaluate the experimental design of an experiment
International System of Units

36. Date:9/16 Objective: I can evaluate the experimental design of an experiment

37. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently try this:
How many feet are in 4.7 meters?
1000 mm = 1 m
12 inches = 1 foot
3.28 feet = 1 m

38. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently try this:
How many mm are in 7.7 meters?
1000 mm = 1 m
12 inches = 1 foot
3.28 feet = 1 m

39. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently try this:
How many inches are in 6.7 meters?
1000 mm = 1 m
12 inches = 1 foot
3.28 feet = 1 m

40. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently try this:
How many inches are in 7 miles?
1760 yards = 1 mile
12 inches = 1 foot
3 feet = 1 yard

41. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently try this:
How many seconds are in 1 year?

42. Date:9/16 Objective: I can evaluate the experimental design of an experiment

43. Date:9/16 Objective: I can evaluate the experimental design of an experiment

44. Date:9/16 Objective: I can evaluate the experimental design of an experiment

45. Date:9/16 Objective: I can evaluate the experimental design of an experiment
Independently answer in your notebook:
What graph would you use to:
represent the population growth of 3 populations of spiders over 65 days?
represent the percent of Asian , Hispanic , European, and African nationality in Amundsen High School?
represent the number of Buick, Toyota, Ford, and Nissan cars in the Amundsen parking lot?

46. Turn on remote-hold on button Enter session number 207898- join
Date: 9/16
Qwizdom remote
Turn on remote-hold on button
Enter session number join
You will be denied, then press menu
Enter your ID number
Press the up or down arrow to hi-light your answer and press enter

47. Review Simpson Scientific Method
Date:9/11 Objective: I can evaluate the experimental design of an experiment
Review Simpson Scientific Method

48. Cooperative Learning Group

49. 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.

50. 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.

52. 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?

53. 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

54. Cooperative Learning Group

55. 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.

56. 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.