science.ohheybrian.com

science.ohheybrian.com

Below is a tree of links to use as we move through the year. Links will become active as the material is made accessible.


Send a file to Bennett

Fall Semester

Integrated Chemistry and Physics

  1. Documents
  2. Measurement of Matter
    • Measurement of Matter Videos
    • Writing Assignments
      • 8.11: 2 Minute write

        What is one thing - anything - in science that has interested you in the past. Why did it interest you? What do you wish you had learned more about?

      • 8.12: KWL

        Build a chart like the one on the board. What do you know about using data to build charts and graphs? What do you want to know?

      • 8.14: KWL

        What is science? Can anyone be a scientist? What does it mean to "do" science?

      • 8.17: 3 Minute Write

        Can anyone be a scientist? What does it mean to "do" science?

      • 8.19: Giving good feedback

        Look at these three examples of whiteboards (these open in new tabs):

        Give specific, actionable feedback on each board shown. What works well? What needs to be improved?

      • 8.24: Concept Map

        Copy the concept map from question #40 on page 39 in the text into your notebook. Read pages 8-10 in the textbook over the scientific method. Fill in the blanks on the concept map using the reading.

      • 8.26: Unit 1 Reflection

        How would you rate yourself on the work you've done so far? What did you do well? What did you struggle with?

        Go through the standards checklist and argue for credit. Should you be given credit for each one? How can you prove you've learned the ideas?

    • Notes
    • Required Activities
      • Introduction to POGIL

        This is an activity that was completed in class. If you were absent, get the handout from Mr. Bennett and answer the questions thinking through how your approach to group work will need to change.

        If you're having trouble making the activity up, make an appointment to see Mr. Bennett during Advisory.

      • Whiteboarding and seminar circles

        Whiteboarding is the method we will use to share information with the class after an investigation. Your POGIL group will be working together to create the display.

        Seminar circles use the whiteboards created by groups to spur discussion around a topic. Mr. Bennett will start with some questions, but the discussion should be driven by comparing experimental results.

      • Investigation #1 - Wheat Rust
      • Classroom Olympics
      • Gum changes lab
      • Designing and experiment
      • Classroom Olympics

        Accurate measurement is important in all of science. This lab is to help you practice taking accurate measurements in the metric system. See Mr. Bennett for a modified version if you need to make the lab up.

      • Designing and experiment

        You are going to investigate a change in chewing gum over time. Design an experiment to look at the change in length, mass, or flavor changes.

        Add the following sections in your notebook:

        1. Hypothesis
        2. Procedure - Someone else should be able to follow your experiment.
        3. Data - Create a data table to record your measurements.
        4. Results/Conclusions - Create a graph from your data table and determine if your hypothesis should be rejected or confirmed.
  3. Motion
    • Motion Videos
    • Writing assignments
      • 9.1: What do you think?

        How do you know when something is in motion? What can you describe to someone to tell them an object is moving? What kind of language or terms would you use?

      • 9.8: Connecting dots

        Explain how motion, position, and speed are related to one another.

      • 9.14: Who is faster?

        Can two objects have the same speed but also have different velocities? Why or why not?

      • 9.22: Momentum Mini lab

        Confirm or refute the statement: After a collision, total momentum is conserved.

      • 9.30: Concept Map

        Draw a concept map in your notebook using the chapter 2 vocabulary for terms. Add linking words, descriptions, and any formulas you need.

        This concept map should show the connections from foundational ideas (position, displacement, etc) up through application, skill, and analysis topics (acceleration).

    • Notes
    • Required Activities
  4. Forces
    • Forces Videos
    • Writing assignments
      • 10.5: What do you think?

        Now that you've finished learning about properties of motion, how do you think we cause motion to happen? How do you make things move from one position to another?

        Just like the motion intro question (9/1), try to think about fundamental causes.

      • 10.6: Unit 3 Goals

        As we start a new unit, what is your personal goal for the test (percentage)? What would you say is an acceptable objectives pass rate for the class?

      • 10.7: Force lab exit ticket

        Which force in today's lab was the most confusing to you? Why?

      • 10.12: Reflect

        How are you contributing - positively or negatively - to the graph above? What do you need to do in order to drive the missing work percentage down?

      • 10.13: Explain

        In your own words, explain how unbalanced forces cause acceleration. Use diagrams, pictures, and references to notes or the book to support your answer.

      • 11.3: Reflect

        Go back and read your writing assignment from October 6 (10/6) where you stated your goal for the chapter. Based on this last test, did you meet your personal goal? If yes, what did you do to meet it? What do you need to continue to do? If no, what kept you from meeting your goal? What will you do differently? How will you remain accountable? How is our class community thriving or struggling? How can we change that culture so everyone has an opportunity to succeed?

    • Notes
    • Required Activities
  5. Energy
  6. Thermal Energy

Spring Semester

Integrated Chemistry and Physics

  1. Electricity and Magnetism
  2. Waves
  3. Energy and the Environment
  4. Properties of Matter
  5. Atoms and the Periodic Table
  6. Bonding and Naming
  7. Chemical Reactions