Below is a tree of links to use as we move through the year. Links will become active as the material is made accessible.
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?
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?
What is science? Can anyone be a scientist? What does it mean to "do" science?
Can anyone be a scientist? What does it mean to "do" science?
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.
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?
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 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.
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.
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:
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?
Explain how motion, position, and speed are related to one another.
Can two objects have the same speed but also have different velocities? Why or why not?
Confirm or refute the statement: After a collision, total momentum is conserved.
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).
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.
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?
Which force in today's lab was the most confusing to you? Why?
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?
In your own words, explain how unbalanced forces cause acceleration. Use diagrams, pictures, and references to notes or the book to support your answer.
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?
Respond to comments I left in your notebook on the writing from 11/3/2015.