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Buford High School CURRICULUM CALENDAR 2016-2017

COURSE: Physics SEMESTER: Spring 2017

TEACHER(S): Lisa Knutson, Amanda Allen, Ashley Rhymer

WEEK DAY CONCEPT OBJECTIVES INSTRUCTIONAL STRATEGIES STANDARDS(GSE, AP)

Week 1 Tuesday, 1/3 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYWednesday, 1/4 Skill focus:

Observe the behavior of electric charge and examine the forces that exist

between them

Demonstrate that charged objects exert forces, both attractive and repulsive.

Recognize that charging is the separation, not the creation of charges

Differences between conductors and insulators

Bell Ringer-Answer questions about subatomic particles as a review

Discuss answers to questions In small groups complete lab-Introduction to Electrostatics Before dismissal, discuss questionsHomework: Complete lab

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Thursday, 1/5 Skill focus:Observe the

behavior of electric charge and examine the forces that exist

between them

Summarize the relationships among electric forces, charges, and distance

Explain how to charge objects by conduction and induction

Define grounding State Coulomb’s law Compare Coulomb’s

law with the Universal law of Gravitation

Coulomb’s Problems

Bell Ringer- Perform a demo (ex-spinning meter stick) and have students explain their observations applying knowledge obtained from lab

Give notes using PowerPoint on electrostatic force/compare and contrast with gravitational force

Discuss and demo using the aluminum can electroscope charging by conduction, induction, and grounding

Introduce Coulomb’s law and model solving of problems Students individually practice solving problemsHomework: Solve problems

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Friday, 1/6 Skill focus:Observe the


between them

Define electric field Demonstrate the

relationship among the strength of the electric field, the magnitude of the charge, and distance from the charge

Bell Ringer-Solve a Coulomb’s Law problem and check homework answers

Give notes and explain the production of an electric field using a Van de Graaf generator

Perform demonstrations using the Van de Graaf generator and ask students to write a brief explanation of what is observed using correct vocabulary

Homework: Read article about Van de Graaf generator

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Week 2 Monday, 1/9 Skill focus:Observe the


between them

Define electric field Demonstrate the

relationship among the strength of the electric field, the magnitude of the charge, and the distance from the charge

Bell Ringer-Log in to computer Individually, students complete the Phet simulation-Electric

Field Hockey Before dismissal, discuss as a class what was discovered about

the strength of the fieldHomework: Complete activity

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Tuesday, 1/10 Skill focus:Observe the


between them

Represent electric field strength using electric field lines

Define electric potential difference

Calculate electric field strength

Calculate potential difference from the work required to move a charge.

Bell Ringer-Given two electric charges drawn on board, ask students to draw the field lines (don’t explain-students should apply what was learned through the simulation activity)

Give notes on electric field strength, representation of field lines, etc

Model and practice solving problems Students practice solving problemsHomework: Complete practice problems

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Wednesday, 1/11 Skill focus:Observe the


between them

Relate lightning to electrostatics

Define grounding as it relates to lightning

Explain the use of capacitors

Solve problems involving capacitance

Bell Ringer-Students draw a sketch illustrating how they think lightning occurs

Discuss and review how lightning occurs using jar electrostatics and revisit grounding

Watch video clip of lightning/Physics classroom activities Give notes and discuss capacitance/practice solving

problems/build a mini capacitorHomework: Complete problems

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Thursday, 1/12 Skill focus:Observe the


between them

All objectives weeks1-2

Bell Ringer- Start review packet Discuss and review electrostaticsHomework-Study for test

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Friday, 1/13 Skill focus:Observe the


Bell Ringer-Prepare materials for test Unit Test

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between them

Homework-Complete puzzle sheet introducing electricity

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Week 3 Monday, 1/16 MLK HOLIDAYTuesday, 1/17 Skill focus:

Explain energy transfer in simple

electric circuits

Describe conditions that create current in an electric circuit

Design closed circuits

Bell Ringer-Given a bulb, wire, and battery, students are asked to determine 4 different ways to make the bulb light and sketch both successful and unsuccessful attempts

As a class, discuss the requirements of current Give notes and use an analogy to explain current and electric

potential difference. Introduce schematic drawingsHomework: Bring in a copy of power bill

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Wednesday, 1/18 Skill focus:Explain energy

transfer in simple electric circuits

Differentiate between power and energy in an electric circuit

Solve problems involving the relationship among power, current, and energy

Bell Ringer-Answer questions about energy and power/relate electrical power to work and power

Use power bill to explain and calculate energy and power. Model and practice solving problems In small groups, gather information from appliances (set up in

stations) in order to solve homework problemsHomework: Solve problems

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Thursday, 1/19 Skill focus:Explain energy


Explain Ohm’s law Solve problems

applying Ohm’s law Solve problems

involving the relationship among power, current, voltage, and resistance

Bell Ringer-Solve problem on board Define resistance and identify the factors affecting resistance Visit/view longest burning bulb website Students complete graphing activity to introduce the

relationship between current, voltage, and resistance/Ohm’s law

Discuss Ohm’s law and model solving problemsHomework: Solve problems

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Friday, 1/20 Skill focus:Explain energy


Solve problems applying Ohm’s law

Solve problems involving the relationship among power, current, voltage, and resistance

Bell Ringer-Solve Ohm’s law problems Discuss use of multimeter In small groups, students complete Activity-Resistors Calculate % error for resultsHomework: Complete questions and resistor extension activity

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Week 4 Monday, 1/23 Skill focus:Explain energy


Describe series circuits Construct series

circuits Calculate currents,

voltage drops, and equivalent resistances in series circuits

Bell Ringer-Students make a list comparing/contrasting a series and parallel circuit

Give notes/build series circuits/identify characteristics of the circuit

Model and solve basic problems involving the application of Ohm’s law for a series circuit

Homework: Solve problems

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Tuesday, 1/24 Skill focus:Explain energy


Describe parallel circuits

Construct parallel circuits

Calculate currents, voltage drops, and equivalent resistances in parallel circuits

Describe and explain safety devices

Bell Ringer-Write a paragraph explaining situations in which a series and/or parallel circuit would be used

Give notes/build parallel circuits/identify characteristics of the circuit

Model and solve basic problems involving the application of Ohm’s law for a parallel circuit


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Wednesday, 1/25Essay –English

Skill focus:Explain energy


Describe and construct combination circuits

Calculate currents, voltage drops, and equivalent resistances in combination circuits

Bell Ringer-Given a description of a combination circuit, sketch a diagram

Given notes/build combination circuits/identify characteristics of the circuit

Model and solve basic problems involving the application of Ohm’s law for a combination circuit


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Thursday, 1/26 Skill focus:Explain energy



Bell Ringer-Determine what type of circuit from the different ways the bulbs behave

Review all circuit problem types Problem relay reviewHomework: Study for test

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Friday, 1/27 Skill focus:Explain energy transfer in simple electric circuits

All objectives weeks 3-4 Bell Ringer-Prepare materials for test Unit TestHomework: Complete electricity logic problem

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, JANUARY 25.*

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Week 5 Monday, 1/30 Skill focus:Determine the

relationship between moving

electric charges and magnetic fields

Determine the properties of magnets and the origin of magnets in materials

Bell Ringer-Students answer preview questions regarding magnetism

As a class, discuss prior knowledge and misconceptions In small groups, complete Activity-Introduction to Magnetism Before dismissal, discuss student observations and how activity

affected how they would now answer the Bell Ringer questionsHomework: Read article on applications of magnetism

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Tuesday, 1/31 Skill focus:Determine the



Compare and contrast magnetic, electric, and gravitational fields

Observe and illustrate magnetic fields

Bell Ringer-Ask students to sketch a picture of the earth and label the “north” and “south” pole. Write a brief paragraph explaining how a compass works

As a class, discuss student drawings and explanations. Discuss whether or not their explanations correspond with the observational evidence that was collected during previous day’s activity.

Give notes using PowerPoint. Demonstrate the drawing of field lines-demo magnetic fields

using iron filings on overhead projector/Use Phet simulation to support notes

Homework: Complete Physics Classroom worksheet on magnetism

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Wednesday, 2/1Essay –Social Studies

Skill focus:Determine the



Explain and demonstrate how changing a magnetic field produces an electric current and how an electric current produces a magnetic field

Bell Ringer-Find lab groups and read Guided inquiry lab prompt In small groups, students will design and construct the

strongest electromagnet possible given basic materials (i.e.-pieces of metal of various lengths and diameters, wire or different thicknesses, batteries of various voltages.

As a class, compare the different electromagnets and discuss the variables that affected the strength

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Thursday, 2/2 Skill focus:Determine the



Explain and demonstrate how changing a magnetic field produces an electric current and how an electric current produces a magnetic field

Bell Ringer-Students read “How it Works” from textbook on page 688 and answer the two Thinking Critically Questions.

As a class, discuss the article and answers to questions Give notes and discuss generators, motors, electromagnets

and simple motors removed from appliances. Before dismissal, discuss observations and any remaining

questions.Homework: Study for quiz on magnetism

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Friday, 2/3 Skill focus:Determine the



All objectives week 5 Bell Ringer-Check answers to review sheet As a class, discuss any questions students have from review

sheet Quiz-Magnetism After the quiz, students should read the article on waves and

complete question set

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, FEBRUARY 1.*

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Week 6 Monday, 2/6 Skill focus: Analysis of the properties

and applications of mechanical and electromagnetic

waves

Relate speed, wavelength and frequency

Compare simple harmonic motion to sine waves

Bell Ringer-Show students an example of an oscillating spring. Ask students to write a short paragraph explaining how the spring is similar to a wave.

As a class discuss the student responses In small groups, students complete the lab-Introduction to

Wave Characteristics Before dismissal, answer any questions and preview the next

day’s lessonHomework: Complete the lab questions and calculations

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Tuesday, 2/7 Skill Focus: Analysis of the properties

and applications of mechanical and electromagnetic

waves

Contrast transverse and longitudinal waves

Identify how waves transfer energy without transferring matter

Compare and contrast mechanical and electromagnetic waves

Explain the electromagnetic spectrum

Bell Ringer- Ask students to define frequency, speed, amplitude, and wavelength based on the previous day’s observations

As a class, discuss their definitions Using PowerPoint, give notes on types of waves. Demo transverse vs longitudinal using Slinkys Review basic vocabulary used in describing wavesHomework: Complete measuring wave activity sheet

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Wednesday, 2/8 Skill focus:Analysis of the properties and applications of mechanical and electromagnetic

waves

Solve problems relating wave speed, wavelength, and frequency for both mechanical and electromagnetic waves

Bell Ringer-Given characteristics listed on the board, ask students to classify the wave into the correct type

As a class, discuss their classifications and review notes from previous day

As a class, review speed/velocity calculations Demonstrate and review the derivation of velocity of wave

equations Model and practice solving wave problems Students individually practice solving problems-check answers

using white boardsHomework: Solve velocity of wave problems

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Thursday, 2/9 Skill Focus:Analysis of the properties and applications of mechanical and electromagnetic

waves

Research the characteristics of tsunami wave trains

Solve problems relating wave speed, wavelength, and frequency for tsunami wave trains

Bell Ringer: Log on to a computer Students will research tsunamis in general Students will research a specific tsunamiHomework: Complete tsunami packet

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Friday, 2/10Benchmark #1 –Electives

Skill focus:Analysis of the properties and applications of mechanical and electromagnetic

waves

Research the characteristics of tsunami wave trains

Solve problems relating wave speed, wavelength, and frequency for tsunami wave trains

Bell Ringer-Prepare for presentations Students will present data on different tsunamis Solve problems using tsunami data

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*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*

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Week 7 Monday, 2/13Benchmark #1 –Math


waves

Define reflection Describe how waves

are reflected at rigid and non-rigid boundaries

Apply the principle of super position to the phenomenon of interference

Standing waves

Bell Ringer-Complete vocabulary matching review Discuss bellringer activity Give notes on reflection and interference. Use applets to

demonstrate constructive and destructive interference/reflection from both rigid and flexible boundaries/standing waves

Draw wave diagrams illustrating interference and calculate resulting amplitude

Homework: Complete wave interference handout

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Tuesday, 2/14Benchmark #1 –English


waves

Describe how waves are refracted at boundaries between media

Relate a wave’s speed to the medium in which it travels

Describe how waves are refracted

Bell Ringer-Label given examples as constructive or destructive interference

Give notes and demo refraction and diffraction. Use applets to illustrate Begin working on Benchmark Review GuideHomework: Benchmark Review Guide

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Wednesday, 2/15 Skill Focus: All to date


Bell Ringer-Students select their groups by completing puzzle on board

Answer any questions students have on review sheet In small groups of 4, students complete sentence review

activity in order to review all problem types for Benchmark Exam

Before dismissal, answer any remaining questionsHomework:Study for Benchmark Exam

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Thursday, 2/16Benchmark #1 –Science

Skill Focus: All to date


Bell Ringer-Prepare materials for Benchmark Exam Benchmark #1 Following benchmark, excerpt from “The Instant Physicist”

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Friday, 2/17 Skill focus: Explain and examine Bell Ringer: Brainstorm how a telephone operates SCSh1-8

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Benchmark #1 –Social Studies

Analyze and describe sound in

terms of wave properties and

behavior

sources of sound. Relate how sound is

an important means of communication

Discuss student responses to the bell ringer Discuss the evolution of the telephone In pairs, complete “telephone activity” Combine pairs into groups of 4 to complete activity Before dismissal, discuss observationsHomework-Answer questions that accompany the activity

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*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, FEBRUARY 9 – FRIDAY, FEBRUARY 17 (INCLUSIVE).*

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Week 8 Monday, 2/20Winter HolidayTuesday, 2/21

Wednesday, 2/22Thursday, 2/23 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYFriday, 2/24

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Week 9 Monday, 2/27 Skill focus:Analyze and

describe sound in terms of wave properties and

behavior

Explain and examine sources of sound.

Bell Ringer: Review important concepts from the telephone activity

Discuss other uses for sound/sound waves Notes on the ear and how we heard Notes on pitch, decibel scale and beats

Tuesday, 2/28 Skill Focus: All from weeks 1-7


Bell Ringer: Begin reading Performance Essay articles Class discussion of articlesHomework: Study for Performance Essay

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Wednesday, 3/1Essay –Science

Skill Focus: All from weeks 1-7

All objectives weeks 1-7

Bell Ringer: Prepare for Performance Assessment Performance Assessment

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Thursday, 3/2 Skill focus:Analyze and


behavior

Relate the properties of sound waves to our perception of sound

Bell Ringer: In pairs complete intro to sound activity and explain what is observed

Discuss bell ringer activity. Complete sound activities (i.e-pan flute construction) and

answer questions As a class, discuss observations and give notes on pitch,

amplitude, etc.Homework: Solve basic speed of sound problems

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Friday, 3/3 Skill focus:Analyze and


behavior

Identify applications of the Doppler effect

Solve problems involving the application of the Doppler effect

Bell Ringer- Solve a speed of sound problem Review speed of sound calculations Discuss how temperature affects the speed of sound Solve a practice problem using equation Give notes and demo Doppler effect/use video clips to

illustrate Practice solving problems illustrating Doppler effectHomework: Solve Doppler Effect problems

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 1.*

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behavior

Demonstrate an understanding of resonance

Bell Ringer-Check answers to Doppler effect problems Review problems involving the application of the Doppler

effect Give notes and demo resonance/relate to musical instruments Show video clip on Galloping Gertie Before dismissal, preview lab

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Tuesday, 3/7 Skill focus:Analyze and


behavior

Open and closed pipe resonance and variations in sound among instruments

Compare and contrast open and closed pipe resonance

Determine harmonics and fundamental frequencies

Bell Ringer-Check answers to homework problems Review resonance Give notes using PowerPoint on open and closed pipe

resonance Demo with boom wacker activity Practice solving problems using harmonic equationsHomework: Solve open and closed pipe harmonic

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Wednesday, 3/8 Skill focus:Analyze and


behavior

Collect and organize data to obtain resonant points in a closed pipe

Analyze the data to determine the wavelength of a sound wave

Bell Ringer-Assemble lab groups and answer prelab questions Discuss pre lab questions In lab groups, complete Lab-Resonance and Tuning Forks Before dismissal, discuss observationsHomework: Complete lab questions

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behavior


Bell Ringer-Check answers to review problems Go over review problems as needed Complete review activityHomework: Study for test

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behavior


Bell Ringer-Prepare materials for test Unit TestHomework-Read assigned excerpt from “The Instant Physicist”

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Week 11 Monday, 3/13 FACULTY AND STAFF PROFESSIONAL LEARNING DAY / STUDENT HOLIDAYTuesday, 3/14 Skill focus:

Analyze and describe light in terms of wave properties and

behaviors

Electromagnetic waves

Compare and contrast transparent, translucent, and opaque materials

Compare and contrast luminous and illuminated light sources

Bell Ringer-Answer questions on the board about various types of electromagnetic waves

As a class, discuss answers to bell ringer questions Using PowerPoint give notes and review the electromagnetic

spectrum Define and provide examples of transparent, translucent, and

opaque materials Define and explain luminous and illuminated sourcesHomework: Read pages 445-447 and answer questions about the Doppler Effect and light

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Wednesday, 3/15 Skill focus:Analyze and

describe light in terms of wave properties and

behaviors

Define and identify primary and secondary colors of light and pigment

Predict the effect of combining colors

Define umbra and penumbra

Bell Ringer-Answer questions on the board pertaining to prior knowledge about color

Demo and give notes on primary and secondary colors of light/pigments

Explain and demonstrate the effects of combining colors of light and mixing pigments

Explain and demonstrate umbras and penumbrasHomework: Complete handouts from Physics Classroom

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Thursday, 3/16Early ReleaseProfessionalLearning(1st, 2nd, 3rd, 5th)

Skill focus:Analyze and


behaviors

Predict the effect of filters and light on the perception of color

Describe the relationship among light, color, and optical illusion

Bell Ringer-Show a picture of an optical illusion. Ask students to describe what they see and why

Demo and provide examples of the effect of filters and light on the perception of color

Discuss colorblindness Provide and discuss examples of optical illusions

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Friday, 3/17Early ReleaseProfessionalLearning(7th, 6th, 4th, 5th)



behaviors



Bell Ringer-Show a picture of an optical illusion. Ask students to describe what they see and why

Demo and provide examples of the effect of filters and light on the perception of color

Discuss colorblindness Provide and discuss examples of optical illusions

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behaviors



Bell Ringer- Students view “Color Magic” pictures with a classmate

Allow time for all students to view several different “Color Magic” pictures

Discuss why the pictures change Show video clip on use of color and lighting in movies and

theatre Review color and light

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Tuesday, 3/21 Skill focus:Analyze and


behaviors

Predict the effect of distance on light’s illumination

Compare and contrast luminous and illuminated sources

Predict the effect of distance on light’s illumination

Bell Ringer-Quiz over Color and Light Given graphical data of illuminance vs distance, students

answer questions about the relationship being illustrated Explain and Demo using different bulbs luminous flux,

illuminance, and luminous intensity Relate the relationship to other inverse distance relationships

previously studied Solve problems involving illuminance, flux, and intensity Students individually practice solving problemsHomework: Solve problems involving illuminance

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Wednesday, 3/22Essay –Math



behaviors

Explain polarization State Malus’s law Solve problems

involving the application of Malus’s law

Explain 3-D viewing

Bell Ringer-Check answers to previous day’s homework problems

Demonstrate and explain polarization using filters Provide and discuss real world applications of polarization (i.e. sunglasses, 3-D viewing)Homework: Solve polarization problems

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behaviors

Define refraction Explain optical effects

caused by refraction Solve problems

involving refraction

Bell Ringer-Solve polarization problem Review the definition of refraction Provide and discuss real world applications of refraction (i.e.

mirages) State, demo, and explain Snell’s law using refraction tank Model and individually practice solving problems involving the

application of Snell’s lawHomework: Solve basic Snell’s Law problems

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behaviors

Experimentally determine the index of refraction of various substances

Bell Ringer-Check answers to homework problems As a class, discuss any questions about Snell’s law Divide into lab groups and complete the lab-Snell’s law Before dismissal, answer any questions students haveHomework: Complete lab questions and calculations

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, MARCH 22.*

17






location and nature of images formed

by the reflection or refraction of light

• All objectives weeks 11-12

Bell Ringer-Complete Snell’s Law problem Review activity

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Tuesday, 3/28 Skill Focus: Determine the




Bell Ringer-Prepare for the test Unit Test

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Wednesday, 3/29 Skill Focus: Determine the



Apply the Law of Reflection

Bell Ringer-Read article “How Stuff Works-Lasers” As a class, discuss the article on how lasers work Each student will complete the Treasure Hunt AssignmentHomework: Complete Law of Reflection worksheet

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Thursday, 3/30 Skill Focus: Determine the




Bell Ringer: Choose Lab partner for Laser Putt-Putt Class Discussion of the game of Putt-Putt Review the Law of Reflection and use of a protractor Lab Partners will create a Laser Putt-Putt course

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Friday, 3/31 Skill Focus: Determine the




Bell Ringer: Prepare to test Putt-Putt course Students will complete post lab questions after course is tested

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SPRING BREAK!Friday, 4/3 Friday, 4/7

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Week 14 Monday, 4/10 Skill focus:Determine the location and

nature of images formed by the reflection or

refraction of light

Locate the images formed by plane mirrors

Bell Ringer-Students describe an image produced by a plane mirror

Show video clip explaining how mirrors are made (demo the making of a mirror using a redox reaction)

Using PowerPoint, give notes describing the properties and location of images formed by plane mirrors

Use eye chart activity to emphasize that the image is located behind the mirror

Use string and wall mirror to illustrate and predict which images can be seen in mirror

Introduce ray tracingHomework: Complete activity sheet

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Tuesday, 4/11 Skill focus:Determine the location and


refraction of light

Explain how concave mirrors form images

Describe properties and uses of concave mirrors

Compare and contrast virtual and real images

Determine the location and sizes of images formed by concave mirrors using ray tracings

Bell Ringer-Students describe image produced by concave mirror

As a class, discuss student observations about images produced by a concave mirror

Using PowerPoint and mirrors to demo, explain the differences between real and virtual images and conditions under which each type is produced by a concave mirror

Discuss uses and provide examples of concave mirrors Practice drawing ray tracings to determine the location and

size of images produced by concave mirrorsHomework: Complete practice sheet-ray tracings for concave mirrors

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Wednesday, 4/12 Skill focus: Determine the location and


refraction of light

Experimentally investigate the images produced by concave mirrors and introduce the use of the mirror equation in solving problems

Bell Ringer-Check drawings from previous day’s homework with a partner

As a class, discuss any questions students have on ray tracings In small groups, students complete the lab-Introduction of

Mirror Equation.Homework: Complete questions that accompany the lab

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Thursday, 4/13 Skill focus: Determine the Bell Ringer-Students answer 5 review questions about mirrors SCSh1-8

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Determine the location and nature of images formed by the reflection or refraction of light

location and sizes of images formed by concave mirrors using ray tracings and the mirror equation

and the images they form Review concave mirrors Discuss the mirror equation introduced in the lab Practice solving problems using the mirror equation Compare answers obtained from mirror equation with

predictions of images obtained from ray tracingsHomework: Solve problems using mirror equation

SP4e

Friday, 4/15Benchmark #2 –Electives

Skill focus:Determine the location and


refraction of light

Explain how convex mirrors form images

Describe properties and uses of convex mirrors

Determine the location and sizes of images formed by convex mirrors using ray tracings and the mirror equation

Bell Ringer-Students observe an image produced by a convex mirror and list the characteristics of that image

As a class, discuss their observations Describe uses and provide examples of convex lenses and the

images they form/Contrast with concave mirrors Practice drawing ray tracings to determine location and size of

images produced by convex mirrors Practice using the mirror equation to predict location and size

of images produced by convex mirrors Homework-Solve convex mirror problems

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*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*

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Week 15 Monday, 4/18Benchmark #2 –English

Skill Focus: Determine the location and

nature of images formed by the reflection or refraction of

light

Investigate how a variety of mirrors are used in instruments such as microscopes

Bell Ringer: Log onto computer Research how mirrors are used in a variety of objectsHomework: Complete summary report on research findings

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Tuesday, 4/19Benchmark #2 –Math

Skill focus:Determine the location and

nature of images formed by the reflection or refraction of

light

Describe how real and virtual images are formed by single convex and concave lenses

Locate images formed by convex and concave lenses using ray tracings

Bell Ringer: Prepare to present findings from the previous days research

As presentations are given, students will take notes on the use of mirrors in everyday objects

Homework: Begin working on review guide

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Wednesday, 4/20 Skill Focus: All to Date


Bell Ringer: Vocabulary matching activity Review GameHomework: Complete Benchmark #2 Review Guide

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Thursday, 4/21Benchmark #2 –Social Studies

Skill Focus: All to Date


Bell Ringer-Answer 5 review questions on board As a class, discuss answers to review questions Go over any questions students have on review guide Complete review activity as time permitsHomework: Study for Benchmark Exam

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Friday, 4/22Benchmark #2 –Science

Skill Focus: All to Date


Bell Ringer: Prepare for Benchmark Exam Benchmark #2Following exam, read exert from “The Instant Physicist”

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*NO OTHER MAJOR ASSESSMENTS FROM THURSDAY, APRIL 13 – FRIDAY, APRIL 21 (INCLUSIVE).*

21








Ray tracings for lenses

Bell Ringer: Brainstorm how mirrors and lenses are similar and different.

In pairs, students investigate the images produced by both convex and concave lenses

Discuss and compare the images produced by convex/concave lenses with those produced by concave/convex mirrors

Discuss and provide examples of convex and concave lenses Practice drawing ray tracings to determine location and size of

images produced by convex lensesHomework: Practice making ray tracings of images produced by lenses

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Tuesday, 4/25 Skill focus:Determine the



Experimentally determine the focal length of a convex lens

Bell Ringer- Complete ray tracing worksheet As a class, discuss any questions about lens In small groups, begin the lab-Lenses and Focal Length

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Wednesday, 4/26Essay –Electives

Skill focus:Determine the



Experimentally determine the focal length of a convex lens

Bell Ringer- Get into lab groups and gather supplies Complete the Lenses Lab Answer post lab questions

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Thursday, 4/27 Skill focus:Determine the



Describe how the eye focuses light to form an image

Explain nearsightedness and farsightedness and how eyeglass lenses correct these defects

Describe the optical systems in some common optical instruments

Bell Ringer-Give each student a diagram of an eye and a list of terms. Students attempt to match the term with the correct part of the eye

Discuss and give notes on the structure of an eye Give each pair of students a water filled balloon. Students use

balloon to focus an image of the overhead lights on a piece of paper on their desk.

As a class, discuss their observations and relate to how an eye changes shape to focus images

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22




Friday, 4/28 Skill focus:Determine the



Describe how the eye focuses light to form an image

Explain nearsightedness and farsightedness and how eyeglass lenses correct these defects

Describe the optical systems in some common optical instruments

Bell Ringer: Log onto a computer Discuss near and farsightedness Complete the Interactive eye activitiesHomework: Complete question set

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*NO OTHER MAJOR ASSESSMENTS ON WEDNESDAY, APRIL 26.*

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Week 17 Monday, 5/1Skill focus:

Determine the location and nature of images formed



Bell Ringer-Answer 5 review questions on board As a class, discuss review guide Complete review activity as time permitsHomework-Study for test

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Tuesday, 5/2Skill focus:

Determine the location and nature of images formed



Bell Ringer-Prepare materials for test Unit Test Following test, read exert from “The Instant Physicist”

SCSh1-8SP4e

Wednesday, 5/3Skill focus:

Evaluate the significance of

energy in understanding the structure of matter

and the universe

Determine the number of neutrons and protons in nucleotides

Bell Ringer-Answer questions about an isotopic symbol Review subatomic particles and numbers of each in various

nucleotides Practice solving problems requiring the determination of the

number of subatomic particles in nucleotides Notes on radioactivity and the instability of radioisotopes

SCSh1-8SP2

Thursday, 5/4Skill focus:

Evaluate the significance of

energy in understanding the structure of matter

and the universe

Define the binding energy of the nucleus

Relate the energy released in a nuclear reaction to the change in binding energy during the reaction

Bell Ringer-Ask students to answer 5 questions about subatomic particles.

Using PowerPoint, discuss binding energy and mass defect Practice solving problems involving the calculation of mass

defect and binding energyHomework: Solve mass defect and binding energy problems

SCSh1-8SP2

Friday, 5/5 Skill focus:Evaluate the

Describe the three forms of radioactive

Bell Ringer-Check answers from homework problems Compare and contrast the types of radioactive decay

SCSh1-8SP2

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significance of energy in

understanding the structure of matter

and the universe

decay Explain how the

instability of radioactive isotopes results in spontaneous nuclear reactions

Nuclear equations

Use the Phet simulation to illustrate Use a Geiger counter to demonstrate the existence of

radioactive isotopes Practice writing nuclear decay equations Homework-Complete the Nuclear Equations Puzzle

AP ExamsMonday, 5/1 – AP Chem, AP Enviro Science, and AP PsychTuesday, 5/2 – AP Spanish LanguageWednesdays, 5/3 – AP English LiteratureThursday, 5/4 – AP GovernmentFriday, 5/5 – AP US History, AP Studio Art

MilestonesTo be determined.

25





Week 18 Monday, 5/8 Skill focus:Evaluate the



and the universe

Define half-life Calculate the amount

remaining and activity of radioactive material after a given time

Bell Ringer-Students answer pre-lab questions As a class, discuss the student responses to the pre-lab

questions In pairs, complete the Lab-Radioactivity and Half-Life Before dismissal, compare different groups results and relate

to half-lifeHomework: Complete questions that accompany the activity

SCSh1-8SP2

Tuesday, 5/9 Skill focus:Evaluate the



and the universe

Calculate the amount remaining and activity of radioactive material after a given time

Bell Ringer-Given graph of data, answer questions about the half-life of the isotope

As a class, discuss the student responses Model and practice solving half-life problemsHomework: Solve half-life problems and read article on Nuclear Energy

SCSh1-8SP2

Wednesday, 5/10 Skill focus:Evaluate the



and the universe

Define nuclear fission and fusion

Write nuclear reactions representing fusion and fission

Relate the energy produced through fission and fusion by stars as a driving force in the universe

Describe the operation of a nuclear reactor

Bell Ringer-Students write a paragraph stating their opinion on the use of nuclear power

As a class, discuss student responses Compare and contrast fusion and fission Show video clips/simulations of nuclear reactorsHomework : Complete Nuclear Physics Writing Assignment

SCSh1-8SP2

Thursday, 5/11 Skill focus:Evaluate the



and the universe


Bell Ringer-Work on review guide As a class, go over review guide As time permits, complete review activityHomework-Study for test

SCSh1-8SP2

26




Friday, 5/12 Skill focus:Evaluate the



and the universe


Bell Ringer-Prepare materials for test Unit Test

SCSh1-8SP2

AP ExamsMonday, May 8 – AP BiologyTuesday, May 9 – AP CalculusWednesday, May 10 – AP English Language and AP MacroeconomicsThursday, May 11 – AP World History and AP StatisticsFriday, May 12 – AP Human Geography

MilestonesTo be determined.

27





Week 19 Monday, 5/15 Skill focus:All to date


Bell Ringer-Students decide on groups As a class, discuss the End of Semester project requirements In groups, students research and plan project idea

SCSh1-8SP2, SP4a-e., SP5a-d

Tuesday, 5/16 Skill focus:All to date


Bell Ringer-Get into project groups In groups, continue working on End of Semester Project


Wednesday, 5/17 Skill focus:All to date


Bell Ringer-Prepare materials for presentation Each group presents project to the class Students individually assess project using scoring guideHomework-Work on review guide


Thursday, 5/18 Skill focus:All to date


Bell Ringer-Get into groups for review activity Students complete Candy land Review for final examHomework-Work on review guide


Friday, 5/19 Skill focus:All to date


Bell Ringer-Answer review questions on board Based on answers, students are divided into groups by topics Students complete review activity for the topic determined by

answers to bell work review questions Students rotate to another review station as neededHomework-Study for Benchmark


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Week 20BenchmarkWeek #3

Monday, 5/22 Senior Exams (Benchmark #3 – 5th, 6th, & 7th)Tuesday, 5/23 Semester Exams (Benchmark #3 – 7th)Wednesday, 5/24 Semester Exams (Benchmark #3 – 1st & 2nd)Thursday, 5/25 Semester Exams (Benchmark #3 – 3rd & 4th)Friday, 5/26 Semester Exams (Benchmark #3 – 5th & 6th)

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