Semester 1 Final Exam Day!

-Test taking expectations:
*Clear desks of everything except a writing utensil and your notebook. 
*Try your best, take your time, & stay focused.
*No talking while tests are out (everyone deserves a quiet testing environment).
*No breaks out of the room once you have started your test.
*No personal electronic devices while testing.
*When finished, bring your test to the front and then read, do work, or listen to music quietly.

Semester 1 Notebook

Order of notebook work:

Inquiry Cube Activity
Pendulum Lab & Processing
Lab Report Notes
Warm Up (Pendulum Lab)
Warm Up (Spring Lab)
Guest Speaker Notes & Processing
Spring Lab & Processing
Spring Lab Discussion & Processing
Unit Conversion & Processing
Quarter 1 Reflection
Marble Lab
Marble Lab Discussion Questions
Determining Confidence in a Prediction handout
Paragraph Lab
Four Patterns glue ins
Big Ideas of Patterns - Unit 1 Review packet
Sketching Relationships Between Variables
Unit 2: Texting & Driving
Ordering a pizza Warm Up questions
Texting and Driving notes
T & D mini experiment; Ball on Floor Lab Day 1
Ball on Floor Lab Day 2
Ball on Floor Lab sheet (Day 3)

Ball on Floor Day 3 & Board Mtg

Ball on Floor Lab - Day 3

Last class you performed the experiment and gathered data

Today you will 
-calculate your data averages
-graph data in DESMOS
-complete mathematical model portion of lab
-write your lab conclusion
-turn in lab when done

Next: Board Meeting

Board Meeting Expectations: 
-each group member contributes and gives input
-respectful and active listening to who has the floor
-don't interrupt when others are speaking
-everyone's input is valuable
-clean up after yourself

Each group gets a whiteboard and markers from the front counter

Copy your group's data graph onto whiteboard

Gather for discussion in a big circle. Stand with your group and hold your board so everyone can easily see it. This is how we're going to do it in the future instead of all crowding around the front board.

Ball on Floor Lab - Day 2

Ball on Floor Lab - Day 2

Learning Objective: I can conduct an experiment that is a mathematical model for the relationship between distance, speed, & time.

Wild Guess Question: How far will the ball travel in 6 seconds? ____meters

Research Question: What is the relationship between the distance a ball rolls and the time it rolls?

Hypothesis: I think as the time increases, the distance traveled will _________ in a ________ pattern. 

IV: Distance
DV: Time

Controls: angle of ramp, mass of ball, ?

Procedure: Start timing at 2nd tape! Do 3 trials for each distance. 

Data Table:
x=time in seconds (avg) 
y=distance in meters
Trial 1, 2, 3
Uncertainty of x values (range/2)


Graph in DESMOS

Equation: D=___T  (Distance = 'a' value x Time)
a = constant velocity; a = slope

Conclusion: After investigating the relationship between _________ and __________, I found a __________ relationship. The equation of the line is ______________, which is a mathematical model of the relationship between __________ and __________. Using this model, I predict ____________________. 

Parts of a conclusion:
Claim
Evidence
Mathematical model with Reasoning 
Prediction

T&D Day 2

WARM UP:
Last time with your lab groups, you designed a mini experiment to determine distraction time, reaction time, and how the two variables are related.
Grab a white board and marker and sketch out your mini experiment plan and any data you've collected.

Do at least two trials and record data on whiteboard.

Be ready to share out.

"In order to ______, we did ______"

Review what we need to know about various parts of our system. Think back to ordering a pizza warm up!

Sketch System Analysis Diagram

• Focus Question
• How can we model a car moving while distracted?
• 
  
• Activities/Plan
• We need to do an experiment that is a mathematical model for the relationship between distance, speed, & time
• 
  Begin 'Ball on Floor Lab'

Begin Texting & Driving

Last class you practiced thinking about the relationship between two variables and sketched them in your notebooks. Turn to that page. 

1. Do color processing about these relationships on the left hand page. (~15 mins) Teacher will project worksheet up front to remind students of scenarios to draw if needed. 

2. Revisit our course learning objective (posted above the whiteboard - have a student read!)

Patterns we've learned about so far: quadratic, horizontal, inverse, proportional, linear (posters at back of room). We'll continue to apply these throughout the rest of the year.

Moving forward, you will need to be able to make evidence-based arguments for when the patterns apply.

Next...A New Unit! 

3. Turn to a new right hand page in your notebook and write down this heading & focus question.

Heading - Unit 2: Texting & Driving

Focus Question: How can we enhance a social discussion with science?

4. WARM UP: (write down list in notebook) Who has ever ordered a pizza? At your lab tables, list 10-15 things that have to happen for it to arrive at your door. (Take 10 minutes with your groups, then share out)

Ordering pizza is actually a complex, multi-step process! How would you organize the process of ordering a pizza into smaller, more manageable chunks?

This warm up was practice for approaching a complex problem like Texting & Driving. Similarly, we will break it down into manageable parts in order to engineer a solution to this issue.

5. Watch video made by Portland area students 
(2 min)

6. Class Discussion:

-What would you do if you were riding in the car with the driver? Would you tell them to put down their phone? Why or why not? 

-If you answered 'YES I would say something', go to the right side of the room. If you answered 'NO I wouldn't say anything', go to the left side of the room. Then take turns stating your argument of why you said YES or NO. Back up your claims with evidence! Remember to adhere to our class agreements and have a respectful discussion.

7. FYI: Oregon's Distracted While Driving Law


8. State the Question: What is the problem with texting and driving? Why is it an issue?

Let us get a clear, simple statement of the problem. Brainstorm together and write down in notebooks.

We as (role) seek to (problem/ constraint) in order to (major criteria/goal) for (stakeholders).

9. With your lab groups, design a mini experiment to determine distraction time, reaction time, and how the two variables are related. Write down a rough procedure and do some trial and error. Be ready to share out next time.

10. Do notebook work with any remaining time.

Debrief Community Meeting; Relationships between variables practice

Welcome back! I hope you had a wonderful break. Roses & Thorns?

Last class we had a Community Meeting. Thank you for your honest reflection and participation! For your exit ticket I had you answer, "what do you still need and/or what are you still wondering about?" Here's what you said:
-things you do or say can affect others and you may not know it
-today's conversation was useful for our community
-I still wonder if this circle was enough for us to understand and hopefully top and think before we way something offensive? I hope now if we do hear things that do not follow our values and are offensive, that we will speak up.
-I'm happy we were all able to be honest as a community
-it's OK to be a little vulnerable and share your thoughts/feelings
-I hope we can all be a little more aware of what we say and do
-I got to hear others' perspectives
-I feel that I can now relate to other people in this classroom in a different way

We'll continue to work on our community!

Now back to your regularly scheduled physics programming...

Let's look at the calendar & plan the rest of the semester

Practice determining the relationship between two variables by sketching graphs

Community Circle

Back in October I had you reflect on the following:
1. What would a positive classroom environment look like to you? (What are students doing? 
What is the teacher doing? How does it feel?)
-A respectful space where people listen to one another and are engaged
-Students are eager to learn, pay attention to speaker; teacher takes time to ask for student questions
-No disruptions in the learning
-It should be a respectful environment so people aren't afraid to speak up or answer questions
-Classroom feels calm
-Students are working diligently 
-Everyone engaging in the work
-Students doing work and not talking so we can move faster and get more done
-Students listen and are respectful; teacher feels respected

2. Why is a positive classroom environment important?
-So it's just a more pleasant space in general
-It helps students learn and be more successful
-So that everyone can learn without being disrupted or feeling disrespected
-It's easier for people to learn when they're happier
-Provides students with an opportunity to learn and gain knowledge
-If a class gives off a bad vibe it's hard to learn and pay attention
-Because when things are crazy and people are distracting the teacher has to stop and talk to them, taking my learning time away from me
-So students can work efficiently
-That's when you get learning done and create new memories and learning experiences.
-So students can do what we came here to do, which is learn

3. What are three things I can do to contribute positively to our classroom community?
-Include others
-Follow the class agreements
-Ask questions if I don't understand
-Stay on task & focused, encourage others to do the same
-Not distract others
-Have fun!
-Clean up after myself
-Help others if needed
-Listen and don't interrupt the speaker
-Participate and stay engaged 
-Listen to my peers

-Be a leader, model what others should be doing

Warm Up Questions:
1. On a scale of 1-5, how comfortable are you with our classroom culture? (5 being very comfortable, 1 is very uncomfortable)
I view culture as the the overall vibe and mood of the room. Positive classroom culture leads to more opportunities for you as students to positively connect with the content, your peers, and me as your teacher. 

2. What things do you value (and not value) as a member of this class? What's important?

3. How do you think your words and actions impact the other members of this class? Consider race, gender, and culture. 


Community Circle
-Introduce protocol 
-Come to consensus on norms
-Dialogue is started 
-Debrief and Reflection

Four Agreements 

1. Stay engaged​: Staying engaged means “remaining morally, emotionally, intellectually, and socially involved in the dialogue” 

2. Experience discomfort​: This norm acknowledges that discomfort is inevitable and that participants make a commitment to bring issues into the open. It is through dialogue, even when uncomfortable, the healing and change begin. 

3. Speak your truth​: This means being open about thoughts and feelings and not just saying what you think others want to hear. 

4. Expect and accept non­closure​: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, requires ongoing dialogue 

Reflection Exit Ticket
On your Warm Up paper, answer:
4. What did you get out of today's conversation? What do you still need and/or wonder about?

October Sky Day 2

Continue movie...

Heading: 'October Sky'
Learning Objective: I can watch the movie 'October Sky' and answer the accompanying reflective questions to learn about physics concepts.

-Answer the movie questions (HERE) as you watch. We'll finish next class (make sure to write down when you stopped). 

Midterm Progress Reports are finalized today at 4pm! List of names with C or lower...tutorial invites!

Tutorial Invitations for the week of 12/11/17
Antonio B - paragraph lab & notebook
Eliza - notebook
Sebastian - notebook
Sam - fix paragraph lab
Bianca - notebook
Zavier - paragraph lab & notebook
Carter - notebook
McKenzie - notebook
Anie - fix notebook
Vincent, Rowan, Betty - notebook

Begin 'October Sky'

I'm sick (again)! :( We will do our classroom meeting another time soon. I want to make sure I'm there.

-Interactive notebooks are graded (and recorded in Synergy) on the front counter for you to pick up. If you haven't yet turned yours in you need to do that as soon as possible to bring up your grade.

Today you get to watch a good movie about physics! 

-Turn to a new right hand page in your notebook.
Heading: 'October Sky'
Learning Objective: I can watch the movie 'October Sky' and answer the accompanying reflective questions to learn about physics concepts.

-Answer the movie questions (HERE) as you watch. We'll finish next class (make sure to write down when you stopped).