Went over several examples of calculations for Ball Roll Lab.
Demonstrated how to set up equipment and explained rules. No ball below the table, must hit 40 or more cm away to count.
Students did Lab - gave them about 20-25 minutes.
Went over RA ch 3.
Students did Vector Worksheet 1. Started Vector Worksheet 2 - due tomorrow.
Tomorrow we shoot off rockets.
Tuesday, September 30, 2008
Monday, September 29, 2008
Monday, Sept 29, 2008 - Blocks 1 and 3
Handed back and went over Linear Motion test.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting we will do that lab on Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about tomorrow's lab - roll ball off table and predict where it will land by having it land inside a tape roll.
Handed out CD 3.2. Told students they needed to use a ruler to do it neatly and to show the parallelograms.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting we will do that lab on Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about tomorrow's lab - roll ball off table and predict where it will land by having it land inside a tape roll.
Handed out CD 3.2. Told students they needed to use a ruler to do it neatly and to show the parallelograms.
Friday, September 26, 2008
Thursday, Sept 25, 2008 - Blocks 1 and 3
Went over any problems from the packet that students had. Then gave students time to work on problems from the packet that they had not yet done. Answered any questions. Described the test.
Last day to hand in CD 2.2
Last day to hand in CD 2.2
Wednesday, Sept 24, 2008 - Blocks 1 and 3
Divided students into groups of 3. Gave each group a set of Review Questions, Exercises, and Problems from the end of Chapter 2. Gave each group time to work on them and write out answers. Went over any questions students had.
Tuesday, September 23, 2008
Tuesday, Sept 23, 2008 - Blocks 1 and 3
Went over homework problems if students had questions.
Showed the graphical method of solving problems.
In a velocity vs time graph, the area under the curve is the displacement and the slope of the curve is the acceleration.
Handed out RA 2.5 for homework due tomorrow.
Quiz on rockets.
Test on Friday.
Bring textbook to class tomorrow.
Showed the graphical method of solving problems.
In a velocity vs time graph, the area under the curve is the displacement and the slope of the curve is the acceleration.
Handed out RA 2.5 for homework due tomorrow.
Quiz on rockets.
Test on Friday.
Bring textbook to class tomorrow.
Monday, Sept 22, 2008- Block 1 and 3
Handed back Sun Lab and went over lab write-up
Work day to get practice on solving linear motion problems. Assigned problems 4,5, 7-12, 14, 16, 17, 20, 22. Students worked on these in class and were to finish for homework.
Also graded and handed back CD 2.2 allowing students to make corrections and hand back in.
Work day to get practice on solving linear motion problems. Assigned problems 4,5, 7-12, 14, 16, 17, 20, 22. Students worked on these in class and were to finish for homework.
Also graded and handed back CD 2.2 allowing students to make corrections and hand back in.
Thursday, September 18, 2008
Friday, Sept 19, 2008 - Block 3
Handed back Uncertainty Quiz
If students got 5 or less, do quiz problems and also do and hand in problems from practice worksheet. We will have a retake at a later date.
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
If students got 5 or less, do quiz problems and also do and hand in problems from practice worksheet. We will have a retake at a later date.
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Friday, Sept 19, 2008 - Block 1
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Thursday, Sept 18, 2008 - Block 3
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Thursday, Sept 18, 2008 - Block 1
Handed back uncertainty quiz, RA 2.1
Asked people who got 5 or less on quiz to do the quiz and also do the worksheet and hand in.
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Asked people who got 5 or less on quiz to do the quiz and also do the worksheet and hand in.
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Wednesday, September 17, 2008
Wednesday, Sept 17, 2008 - Block 3
Collect RA 2.1
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
Included examples of throwing an object up.
On the way down, an object picks up speed at a rate of 10 m/s/s. On the way up, an object loses speed at a rate of 10 m/s/s.
In d = v*t, if the acceleration is constant, we can still use the equation if we use the average velocity for v. vavg = (vf + vi)/2
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Examples of calculating displacement of an object if you throw it up.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
Included examples of throwing an object up.
On the way down, an object picks up speed at a rate of 10 m/s/s. On the way up, an object loses speed at a rate of 10 m/s/s.
In d = v*t, if the acceleration is constant, we can still use the equation if we use the average velocity for v. vavg = (vf + vi)/2
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Examples of calculating displacement of an object if you throw it up.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Wednesday, Sept 17, 2008 - Block 1
Collect RA 2.1
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
In d = v*t, if the acceleration is constant, we can use the average velocity for v.
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
In d = v*t, if the acceleration is constant, we can use the average velocity for v.
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Tuesday, September 16, 2008
Tuesday, Sept 16, 2008 - Block 1
Collect Sun Lab
Hand back RA 1
Showed Cosmos clip
Go over RA 1
Go over Sun Lab Model showing linear sun, why image is inverted, and why you can get the image of the Sun regardless of the shape of the hole.
Quiz on uncertainties tomorrow - also need to know formulas for circumference, area, volume.
Intro to Linear Motion
Views of Aristotle
Genius of Galileo was to image a world in which he could remove contact friction and air resistance.
Thought experiment of rolling balls showing idea of inertia.
Thought experiments showing that two objects should fall at the same rate if there is no air resistance.
Galileo dealt with rates - how some quantity changes with time.
distance - how far you travel
speed = distance/time (rate at which you cover distance)
average speed = total distance/total time
instantaneous speed = how fast at any instant in time
displacement: How far from some starting point and in which direction
velocity: how fast and in what direction
average velocity = change in displacement/total time
instantaneous velocity = how fast and in which direction at an instant in time
Handed out RA 2.1 due tomorrow.
Hand back RA 1
Showed Cosmos clip
Go over RA 1
Go over Sun Lab Model showing linear sun, why image is inverted, and why you can get the image of the Sun regardless of the shape of the hole.
Quiz on uncertainties tomorrow - also need to know formulas for circumference, area, volume.
Intro to Linear Motion
Views of Aristotle
Genius of Galileo was to image a world in which he could remove contact friction and air resistance.
Thought experiment of rolling balls showing idea of inertia.
Thought experiments showing that two objects should fall at the same rate if there is no air resistance.
Galileo dealt with rates - how some quantity changes with time.
distance - how far you travel
speed = distance/time (rate at which you cover distance)
average speed = total distance/total time
instantaneous speed = how fast at any instant in time
displacement: How far from some starting point and in which direction
velocity: how fast and in what direction
average velocity = change in displacement/total time
instantaneous velocity = how fast and in which direction at an instant in time
Handed out RA 2.1 due tomorrow.
Monday, September 15, 2008
Monday, Sept 15, 2008 - Block 3
Collected RA 1
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Monday, Sept 15, 2008 - Block 1
Collected RA 1
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Friday, September 12, 2008
Friday, Sept 12, 2008 - Block 3
Answered questions and went over some problems from the uncertainty worksheet.
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Friday, Sept 12, 2008 - Block 1
Answered questions and went over some problems from the uncertainty worksheet.
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Thursday, September 11, 2008
Thursday, Sept 11, 2008 - Block 3
Students measured the mass, and dimensions of an aluminum block and calculated the density. Examined table of density measurements.
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
In the case of random errors, you can calculate the uncertainty by taking the sum of the absolute values of (avg - measurement) and dividing by the number of measurements.
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
In the case of random errors, you can calculate the uncertainty by taking the sum of the absolute values of (avg - measurement) and dividing by the number of measurements.
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
Thursday, Sept 11, 2008 - Block 1
Examined table of density measurements.
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
Wednesday, September 10, 2008
Wednesday, Sept 10, 2008 - Block 3
What did you tell your parents about the Textbook Scavenger Hunt?
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
Did examples of atom and football field.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
Did examples of atom and football field.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Wednesday, Sept 10, 2008 - Block 1
What did you tell your parents about the Textbook Scavenger Hunt?
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Start measurement and uncertainty exercise by finding density of aluminum blocks
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Start measurement and uncertainty exercise by finding density of aluminum blocks
Tuesday, September 9, 2008
Tuesday, Sept 9, 2008 - Block 3
Checked for textbook covers
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Tuesday, Sept 9, 2008 - Block 1
Checked for textbook covers
Problem of number of atoms in Earth.
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Problem of number of atoms in Earth.
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Monday, September 8, 2008
Monday, Sept 8, 2008 - Block 3
Took Role
Checked for Textbook Covers
Quiz on Course Expectation Sheet
Students did Textbook Scavenger Hunt in Class. Handed in papers.
Demonstrated diamagnetism with grapes.
Demonstrated penny in balloon - inertia, circular, force, walking in space station
Demonstrated hex nut in balloon - annoying, frequency, pitch
Checked for Textbook Covers
Quiz on Course Expectation Sheet
Students did Textbook Scavenger Hunt in Class. Handed in papers.
Demonstrated diamagnetism with grapes.
Demonstrated penny in balloon - inertia, circular, force, walking in space station
Demonstrated hex nut in balloon - annoying, frequency, pitch
Monday, Sept 8, 2008 - Block 1
Take role
Collect any remaining Notice to Parents and Expectations forms
Check for covered textbooks
Quiz on Expectations
Stamp for completion on Textbook Scavenger Hunt sheets
Collect
Hand back Guestimation worksheets and go over. Took the entire period.
For homework - finish calculating the number of atoms in the Earth.
Collect any remaining Notice to Parents and Expectations forms
Check for covered textbooks
Quiz on Expectations
Stamp for completion on Textbook Scavenger Hunt sheets
Collect
Hand back Guestimation worksheets and go over. Took the entire period.
For homework - finish calculating the number of atoms in the Earth.
Friday, September 5, 2008
Friday, Sept 5, 2008 - Block 3
Collected Parent Notice Forms and Signed Expectation Forms
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Went over Guestimation and Mental Gymnastic worksheets.
Didn't have time to start Textbook Scavenger Hunt
Homework: Cover textbook for Monday - worth 10 points
Quiz on Course Expectations on Monday
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Went over Guestimation and Mental Gymnastic worksheets.
Didn't have time to start Textbook Scavenger Hunt
Homework: Cover textbook for Monday - worth 10 points
Quiz on Course Expectations on Monday
Friday, Sept 5, 2008 - Block 1
Collected Parent Notice Forms and Signed Expectation Forms
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Since students were leaving for pictures and band I just had the students work on the Textbook Scavenger Hunt. If they didn't finish in class, they could finish for homework.
Collected Guestimation and Mental Gymnastic worksheets to look over.
Homework: Cover textbook for Monday - worth 10 points
Finish Textbook Scavenger Hunt
Quiz on Course Expectations on Monday
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Since students were leaving for pictures and band I just had the students work on the Textbook Scavenger Hunt. If they didn't finish in class, they could finish for homework.
Collected Guestimation and Mental Gymnastic worksheets to look over.
Homework: Cover textbook for Monday - worth 10 points
Finish Textbook Scavenger Hunt
Quiz on Course Expectations on Monday
Thursday, September 4, 2008
Thursday, Sept 4, 2008 - Block 3
Intro
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Looked at seismic sections of salt dome and Baltimore Canyon. Calculated water depth from two way time. Sound is a longitudinal wave in which the motion of the particles is along the direction of wave propagation.
Demo with "magic jar"
Brief room tour
Showed students meeting place for fire drills
Handed out polarizers and had students view polarization of light from scattering by air molecules.
Briefly sketched why scattered light should be polarized.
Use of polarization to analyze stress. Demo with protractor.
Model of polarization using picket fence.
Forgot to give out blog URL info
Handed out Guestimation worksheet. Students worked on it in class for 30 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Guestimation and Mental Gymnastics sheet
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Looked at seismic sections of salt dome and Baltimore Canyon. Calculated water depth from two way time. Sound is a longitudinal wave in which the motion of the particles is along the direction of wave propagation.
Demo with "magic jar"
Brief room tour
Showed students meeting place for fire drills
Handed out polarizers and had students view polarization of light from scattering by air molecules.
Briefly sketched why scattered light should be polarized.
Use of polarization to analyze stress. Demo with protractor.
Model of polarization using picket fence.
Forgot to give out blog URL info
Handed out Guestimation worksheet. Students worked on it in class for 30 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Guestimation and Mental Gymnastics sheet
Thursday, Sept 4, 2008 - Block 1
Intro
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Brief room tour
Showed students meeting place for fire drills
Gave out blog URL info
Demo with "magic jar"
Demo and model with polarizers
Demo of diamagnetic repulsion of grapes
Polarization by scattering - sky is polarized.
Handed out Guestimation worksheet. Students worked on it in class for 10 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Tell parents about something interesting from today's class
Guestimation and Mental Gymnastics sheet
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Brief room tour
Showed students meeting place for fire drills
Gave out blog URL info
Demo with "magic jar"
Demo and model with polarizers
Demo of diamagnetic repulsion of grapes
Polarization by scattering - sky is polarized.
Handed out Guestimation worksheet. Students worked on it in class for 10 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Tell parents about something interesting from today's class
Guestimation and Mental Gymnastics sheet
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