Technology Wheel – Unit 1: typing

Unit 1 goal: to develop basic typing skills while using proper posture and hand position.

Lesson 1: diagnostic assessment

The Jabberwocky:  Read aloud – act it out
Provide basic definitions and show that there are multiple definitions  for some of the nonsense words (ex: brillig: 2:00pm or twilight?)

Part 2: Students hand write the poem. This is to help them associate and process new and challenging words. Provides diagnostic assessment to help teacher identify students lacking basic skills and in need of remediation.

Important note: After the typing unit is completed, we move on to typing the Jabberwocky poem in a Google doc (unfortunate but this is a free application, even though it is unreliable, does not update consistently and carries only the most basic features and has severely limited (and marginally used) fonts.

Lesson 2: sign on to typing.com – students may use their school gmail accounts to sign in.
Student assessment is based on number of unit tasks completed.warn students not play the games because the typing.com ganmes are not instructional (hacking note: typing.com appears to be a copy and paste plaguerized copy of Mavis Teaches typing including the finger illustrations. However, the did not copy the instructive games – probably could find the js – o dropped in some peck and hack space invader type video games – make sure students avoid these as they are not instructive.

Videos: I’ve been trying out short videos as APK with mixed success. HEre’s one I think the kids like…

CBQ Physics Unit 13 Snell’s Law Total Internal Reflection.

A glass fibre has an index of refraction of n1 = 1.5. Assume the cladding of the fibre has an index of n2 = 1.0.

A] Using Snell’s Law, derive the equation for total internal reflection (often called the critical angle).

B] Solve the equation for the maximum angle as measured from the fibre optic axis which satisfies total internal reflection.

Refraction

In this post, I included the lecture notes for a development of Snell’s Law (1621) using a Huygen’s Wavelet construction (c. 1670). Special case: Total Internal Reflection leads to a 10 minute mini lecture on optical fibres, T1 cables, repeaters and IR wavelength demultiplexing. Finish Reading: Refraction

Physics Unit 13: Light

Start the lesson with a quick CBQ. The CBQ is a question from the Ch 15 Study Guide which was assigned over Spring Break.

CBQ:The speed of sound at room temperature (20 C) is 343 m/s. If the speed of sound in air increases 0.60 m/s for every 1 degree C increase in temperature, what is the temperature when the speed of sound is 353 m/s ?

ans: ch 15 study guide section 1 #13 ans: 37 C

Now starts Unit 13: Light

Unit 13: Optics – Weeks 5-6
Standard: 4 e,f The wave nature of light: E&M fields.
The speed of light
“Mirror mirror on the wall.. who was the greatest theoretical physicist of them all?”
Wavelets, Rays and Reflection – Excel project
Lenses and the lense equations
Mirrors and the mirror equations

Essential Learning Objectives:
The nature of light (E & M fields), spectrum see:
http://math-science-resources.com/physics-unit-12-the-nature-of-light/

radiant flux, irradiance: see textbook Ch 16.1

reflection, Huygen’s principle of wavelets, Excel calculator project

refraction

diffraction, single slit and Young double slit experiment, Fraunhaufer diffraction

CBQ Physics U4: Physical Science U5: Impulse & Momentum

CBQ 3:  The first problem is more difficult. Using the thrust burn time and mass of the Falcon 9 reusable rocket’s 2nd stage, calculate the its velocity after a second stage boost phase burn.
http://www.spacex.com/falcon9
 

Less challenging:  A diver pushes SpongeBobSquarePants with a force of F= 1,000 N for 10 seconds. SpongeBob’s mass is 1 kg. What is SpongeBob’s momentum after the push? What is his velocity?  (hint: use the impulse – momentum theorem).

Ft = delta p = mv
v = Ft/m = (1,000 N)(10 s) / (1 kg)

 

medium deifficulty problem: 2 skaters, he – 80kg, 4 m/s, she – 40kg, 8 m/s
she jumps in his arms and they travel off together — find their velocity.
(80)(4) + (40)(8) = (80+40) vfinal
vfinal = 640/120 = 5.33m/s

Please note: Physics Unit Plan needs to be updated to include U4: Impulse – Momentum, Theorem

Lesson Plan Template – 3 – 90 min blocks

Lesson Plan – Physics – TOPIC GOES HERE
Unit – UNIT NUMBER AND UNIT NAME GO HERE
Semester 1 OR 2 Physics Week NUMBER AND DATE:

Lesson Plan – Physics – TOPIC GOES HERE
Unit – UNIT NUMBER AND UNIT NAME GO HERE
Semester 1 OR 2 Physics Week NUMBER AND DATE:


ESLR’s Targeted

_x_ Consciousness
_x_ Reason
__ Synergy
__ Action

DOK Level Targeted

_x_ Level 1 Recall
_x_ Level 2 Skill/ Concept
___ Level 3 Strategic Thinking
___ Level 4 Extended Thinking

Graphic Content

Illustrative sketches
Free Body Diagrams
Data Tables, Graphs
Interpreting Videos

CA content standards:

Physics N abc

CA CONTENT STANDARD GOES HERE

NGSS:

STANDARD NUMBER.

NGSS CONTENT STANDARD GOES HERE

Learning Objective:

LEARNING OBJECTIVE GOES HERE

Targeted Vocabulary:

position, velocity, acceleration

SDAIE (Specially Designed Academic Instruction in English) Features:

Vocabulary

CONTENT GOES HERE_x_ Adaptation of Content

Accomodations

CONTENT GOES HERE

Special Vocabulary

Native language translations

Block 1: 90 minutes

Warm Up

{FM} or {predictive}

Anticipatory Set

video: Title: Link (write link in text editor)

Questions:

Question 1: ???????????

Question 2: ???????????

Question 3: ???????????

Direct Instruction

CONTENT GOES HERE

Modeling

CONTENT GOES HERE

Guided Practice

CONTENT GOES HERE

Independent Practice

CONTENT GOES HERE

Daily Assessment

CONTENT GOES HERE


Block 2: 90 minutes

Warm Up

{FM} or {predictive}

Anticipatory Set – may take this out since this is a continuation of prior day’s lesson

video: Title: Link (write link in text editor)

Questions:

Question 1: ???????????

Question 2: ???????????

Question 3: ???????????

Direct Instruction

CONTENT GOES HERE

Modeling

CONTENT GOES HERE

Guided Practice

CONTENT GOES HERE

Independent Practice

CONTENT GOES HERE

Daily Assessment

CONTENT GOES HERE

Block 3: 90 minutes

Warm Up

{FM} or {predictive}

Anticipatory Set

video: Title: Link (write link in text editor)

Questions:

Question 1: ???????????

Question 2: ???????????

Question 3: ???????????

Direct Instruction

CONTENT GOES HERE

Modeling

CONTENT GOES HERE

Guided Practice

CONTENT GOES HERE

Independent Practice

CONTENT GOES HERE

Weekly Assessment

CONTENT GOES HERE


Physics S2 Unit 11 Overview

Physics Semester 2 (Spring) Unit 11 Overview

Topic: Thermodynamics
CA State Standards: Physics 3. a-g*

Heat and Thermodynamics
3. Energy cannot be created or destroyed, although in many processes energy is transferred to the environment as heat. As a basis for understanding this concept:

a. Students know heat flow and work are two forms of energy transfer between systems.
b. Students know that the work done by a heat engine that is working in a cycle is the difference between the heat flow into the engine at high temperature and the heat flow out at a lower temperature (first law of thermodynamics) and that this is an example of the law of conservation of energy.
c. Students know the internal energy of an object includes the energy of random motion of the object’s atoms and molecules, often referred to as thermal energy. The greater the temperature of the object, the greater the energy of motion of the atoms and molecules that make up the object.
d. Students know that most processes tend to decrease the order of a system over time and that energy levels are eventually distributed uniformly.
e. Students know that entropy is a quantity that measures the order or disorder of a system and that this quantity is larger for a more disordered system.
f. * Students know the statement “Entropy tends to increase” is a law of statistical probability that governs all closed systems (second law of thermodynamics).
g. * Students know how to solve problems involving heat flow, work, and efficiency in a heat engine and know that all real engines lose some heat to their surroundings.

Prerequisites: Math basic Algebra (Algebra 1)

  1. Essential information:
    1. Heat flows (cold does not)
    2. Heat is work and work is heat!
    3. Temperature scales
    4. Temperature measurement methods and devices
    5. 0th + 3 Laws of Thermodynamics
    6. Entropy
    7. Thermodynamic Efficiency
    8. Specific Heats of materials
    9. Absolute Zero
  2. Historical perspective:
    1. Debate of the ancients – does heat flow or is it cold that flows?
      1. Super Heroes and myths
      2. Scientists resolution (when and how)
    2. Farenheit
      1. On what did Farenheit base his temperature scale?
      2. How did Farenheit measure temperature?
        1. Why was this inaccurate?
    3. Celcius and Centegrade
      1. Definitions, history, rationale
    4. Lord Kelvin, Sir William Thomson, 1st Baron Kelvin
      1. Basis of the Kelvin scale – correct conclusion, wrong reason
      2. Use of the Kelvin scale in thermodynamics
      3. Absolute zero – the strange properties of liquid Helium