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). 

Review 'Big Ideas' Unit 1; finish and turn in Unit 1 notebook work

Tutorial Invites for this week:
Antonio B   Sam   Zavier 
McKenzie   Rowan

Finish review of 'Big Ideas of Patterns' Unit 1 packet

Finish all notebook work and color processing for Unit 1! Turn in for a grade when you're done. 

Big Ideas of Patterns; Notebook contents updated

Heading: Big Ideas of Patterns - Unit 1

Learning Objective: I can compare, contrast, and apply the four patterns that we have learned in Patterns Physics.

Glue in 4 Patterns into notebook

Work on 'Review the Big Ideas of Patterns' packet; get a checkmark when done and do color processing

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

Paragraph Lab

Heading: Paragraph Lab

Learning Objective: I can complete the paragraph lab in order to observe the relationship between height and width of a paragraph.

Complete lab sheet

Graph in DESMOS

Write conclusion

Turn in for a grade!

Check in; notebook organization; Determining Confidence; Begin Paragraph Lab

-New seating chart, reminders about electronics rules, and attendance & tardy incentives 

Last time you did a Board Meeting and completed the Discussion Questions: debrief

How did DESMOS work on phones?

Patterns Physics: Where have we been and where are we going?
Inquiry & Patterns Slides #139

We will finish this unit before holiday break
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
4 Patterns Handouts
Big Ideas of Patterns Packet

Glue in 'Determining Confidence'

Begin Paragraph Lab Slide #165

Marble Lab Board Meeting

I'm really sick! :( I hope you stay healthy. Please be on your best behavior for the substitute.

Practicing Gratitude: What are you thankful for?
-When we get back from Thanksgiving I'm going to ask you to jot something down and put it in a class 'Gratitude Jar.' Over break think about the things you can give thanks for. 

-New seating chart, reminders about electronics rules, and attendance & tardy incentives when we return

Next, you'll do a Board Meeting for the Marble Lab...
I trust you and know that you'll do a good job doing this Board Meeting without me there!

Complete Discussion Questions after discussion (half sheet printed on front table, may be in Patterns Physics folder or red Teaching Materials folder on my desk.)

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.

After every group has presented, sub will lead you through each discussion question to talk about out loud. Volunteers will read group answers.

When finished, glue half sheet into your notebooks on the right hand side and do left side color processing. 

Any remaining time when everyone is finished, watch NOVA Video: Can I Eat That? 


HAPPY THANKSGIVING!!!

Finish Marble Lab

Good morning!

Please get out your notebooks and turn to your Marble Lab Report.

I will come around and give checkmarks for completed lab reports. While you're waiting for me to come by, work on color processing on the left hand side of your notebook. 

Marble Lab Day 2

Good Morning! Your sub today is Dr. D :)

Today you will continue the Marble Lab...

1. First, we need to make sure we have a page in our notebooks set up for our lab report.
Turn to a new right hand page in your notebook

Heading: Marble Lab

Learning Objective: I can complete the marble lab experiment in order to determine a mathematical model for the relationship between the diameter of a circle and the number of marbles that fit in it. 

Last class we performed the lab and gathered data 

2. By now you should have completed the entire front page of your lab report and filled in the data table on page 2.

3. If you have not yet graphed your data by hand please do so now in the 'Data Graph' section of your lab report.

4. Next, use your mobile device to graph your data in DESMOS. Go to our class blog (address on front board) and to today's date, then click the link HERE. Use the information in DESMOS to write down the math equation. Complete the science equation and 'no-longer-a-wild-guess answer' on the bottom of page 2.

5. Now for your conclusion and research extension question: (page 3)

Claim    Evidence    Model    Prediction    Reasoning

Conclusion: After investigating the relationship between______________________________ and __________________________, I found a ____________________________ relationship as seen ________________________________.  **My evidence for this claim is ____________________________________________________________________.

The math equation of that line is: _________________________________.  Our science equation is ___________________________________________________, which is a mathematical model of the relationship between ______________________________ and     ____________________________.

Using this model, I predict ________________________________________________________________________.  

My confidence in this prediction is _____________________________ because ____________________________________________________________________.

Research Extension Question:

6. When finished, glue your lab report into your notebook and begin working on color processing that reflects your learning on the marble lab.

Begin Marble Lab

Turn to a new right hand page

Slides 106-115 
Inquiry & Patterns Slides 

Begin Marble Lab

Write down procedure...

Return labs; notebook work

Next right hand page in notebook 

(Heading)
Quarter 1 Physics Reflection 

1. Something I did well in quarter 1 was...

2. Something I can improve in quarter 2 is...

3. (at least two) Ways I can contribute positively to our classroom culture are...

-Return lab and discussion questions, glue into notebooks

-Finish up color processing in notebooks

Order of Interactive 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