1. 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

2. 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 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)

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

4. 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 

5. 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

6. 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?

7. 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 

8. 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.

9.
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:
enrollment password: Amundsen2
Write this information on the back cover of your NB

10.
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:
enrollment password: Amundsen3
Write this information on the back cover of your NB

11.
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:
enrollment password: Amundsen7
Write this information on the back cover of your NB

12. Press create account

13. Use your CPS
your CPS password
Press student
Write your password
in your notebook

14. Fill in your information
Remember class ID:
enrollment password:

16. 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

17. 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?

18. 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?

19. 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?

20. 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?

21. 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

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

23. 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

24. 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?”

25. 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

26. 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

27. 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

28. 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 oC. The accepted value of this melting point is oC. What is the percent error in this reading?

29. 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

30. 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

31. 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

32. 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

33. Activity Date:10/2 Test Grab a qwizdom remote
Hold the on button for 3 seconds
Enter the Session ID
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

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

35. 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

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

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

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

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

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

41. 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

42. Date: 9/25 Goal: I can review for a unit test
Bell Ringer:
Get a computer and power cord
Go to web page:
3. Independently complete the quiz

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

44. 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

45. 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

46. 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

47. 9/10 Activity Goal: Understand terminology about linear motion
How to Annotate

48. 9/10 Activity Goal: Understand terminology about linear motion
Read Workbook p and annotate
7 minutes

49. 9/10 Activity Goal: Understand terminology about linear motion
Units of distance and displacement is meter = m

50. meter

51. 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

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

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

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

55. Cooperative Learning Group

56. 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.

57. 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.

59. 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?

60. 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

61. Cooperative Learning Group

62. 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.

63. 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.