1. science
2. physics

Physics Gems of Wisdom
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Language Translator: http://translate.google.com/?hl=en&tab=wT
Pg Variable
Motion
Symbols
Name
Not Moving Slow
Medium
Units
Fast
Example or Equation
Used
Really Fast
s
d
t
X
Xo
Xf
ΔX
V
Vo
Vf
ΔV
a
g
F
m
W (weight)
KE (E)
PE (U)
GPE
W (work)
P = Power
c = light speed
P
Δ Q
m
C
Cwater
Cice
Csteam
T=
temperature
ΔT
Hof
Hov
T = period
f = frequency
λ wavelength
do
di
so
si
f (focal length)
V = voltage
R (Ω )
I
Front Inner Cover
-
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Physics Interactive Notebook Pages
Pg
Equations / Information
P
g
cm to m
m to Km
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Equations / Information
grams to Kg
L
E
N
S
E
S
Label / List
Equation
Notice
Speculate
Explain/Evaluate
Summarize
Y = mx + b
m=
b=
R=
R>= 5% Five Percent Level of Significance
Motion Equations
Circular Motion Equations
Force Equations
Friction Equations
Energy Equations
Momentum Equations
Phase Change Diagram
Heat and Temperature Equations
Wave Equations
Mirror and Lenses Equations
Electricity and Circuit Equations
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Physics Interactive Notebook Pages
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Interactive Notebook Score Sheet
First Semester
Week
Notebook
Number
Score
0 – 2 (3)
1
2
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Second Semester
Week
Notebook
Number
Score
0 – 2 (3)
1
2
3
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18
Total
Week
Number
Teacher
Stamps
1
2
3
4
5
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18
Total
Total Stamps x 3 = ________
Week
Number
Teacher
Stamps
Special Assignment Name
(Left Page Assignments)
0 – 4 (5)
Usually
Score
Total
Teacher Score: _________/100
Special Assignment Name
(Left Page Assignments)
0 – 4 (5) Usually
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Total
Total
Total Stamps x 3 = ________
Reflection Page: ________/30
Score
Teacher Score: ________/100
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Physics Interactive Notebook Pages
THREE POINT SCORING RUBRIC
(Notebook Check)
3 Points - (a WOW product)
• all of the requirements are evident and
EXCEEDED
• the product is VERY neatly done and
EXTREMELY well organized
• the product shows LOTS of creativity and
is colorfully illustrated
• completed on time
2 Points - (What is EXPECTED)
• the requirements are evident
• the product is neatly done and organized
• the product shows some creativity and is
illustrated
• completed on time
1 Point – (One or More parts is missing)
• few of the requirements are evident
• the product is fairly neatly done and partly
organized
• the product shows little creativity and few
illustrations
• completed on time
0 Points - (Does not meet Standards)
• Unscorable or no product
• Lazier than a pig
WOW: Works Of Wonder must be an
extremely superior product. Upon viewing
by the class or teacher, a WOW that is
NOT a WOW will cause the score to be
dropped to a 1 for the person and the
collaborative group.
Study Buddies
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Name
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FIVE POINT SCORING RUBRIC
(Special Assignments)
5 Points - (a WOW product)
• all of the requirements are evident and
EXCEEDED
• the product is VERY neatly done and
EXTREMELY well organized
• the product shows LOTS of creativity and is
colorfully illustrated
• completed on time
4 Points - (What is EXPECTED)
• all of the requirements are evident
• the product is neatly done and well organized
• the product shows creativity and is colorfully
illustrated
• completed on time
3 Points – (Almost What is EXPECTED)
• the requirements are evident (maybe 1 or 2 are
missing)
• the product is neatly done and organized
• the product shows some creativity and is
illustrated
• completed on time
2 Points – (Sort of What is EXPECTED)
• the requirements are evident (maybe 3 or 4 are
missing)
• the product is done and sort of organized
• the product shows little creativity and is
illustrated
• completed on time
1 Point – (Two or More parts is missing)
• MANY of the requirements are NOT
PRESENT
• the product is VERY POORLY done and
POORLY organized
• the product shows little TO NO creativity and
THE illustrations IS POORLY DONE
0 Points - (Does not meet Standards)
• Unscorable or no product
• Lazier than a pig
teachworth.info go to PHYSICS link for class info
Phone
E-mail
Needed Classroom Supplies
Interactive Notebook – Five Subject Spiral (not a 3 ring binder) Notebook
Writing Devices - Multicolored (4 colors minimum) – Set of Colored Pencils / Pens / Markers
High Lighter (any color) – Several colors if possible
Scientific Calculator (a phone calculator MAY NOT BE USED)
Ruler or Straight edge and
a Protractor
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Table of Contents
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Physics Interactive Notebook Pages
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Physics Interactive Notebook Pages
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Table of Contents
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Physics Interactive Notebook Pages
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Table of Contents
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Add Flip Pages after Page 317
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Levels of Thinking
EASY Level 1: Basic Input / Gathering Information
Complete Count
Match
Name
Define Scan
Observe
Describe
Identify
List
Select
Recite
MEDIUM Level 2: Processing Information
Compare
Contrast
Sort Distinguish
Explain Why
Infer Sequence Analyze
Synthesize Make Analogies
HARD Level 3: Creating Your Own Ideas
Evaluate Generalize
Imagine Judge
Predict
If/Then Speculate
Hypothesize
Forecast
Idealize
Apply he Principle
DUFAS Problem Solving Method
Diagram - made to shows the problem
Units - and variables listed and labeled
Formula/Equation - written and ready to use
Algebra – WORK shown with numbers and units
Solution - circled and identified and EXPLAINED
LENSES Analysis
Label and List
Equation (R value as well)
Notice (Relationships and Patterns)
Speculate (What might be shown?)
Explain (the WHY of your ideas)
Summarize (One or more Paragraphs)
Fold It 1 – Vocabulary / Riddle Card
Front has a multi-color ILLUSTRATION representing the
term.
Back Top has the definition of the word
A LINK (mnemonic or synonym)
Three COMPLETE Sentences defining or using the word
in context.
Fold It 2 – Compare and Contrast Two Terms
Tri-fold a piece of paper
Left side–One TERM and a multi-color ILLUSTRATION
Inside Left Side – The word, a LINK, THREE COMPLETE
Sentences defining or using the word in student terms
Right Side–One TERM and a multi-color ILLUSTRATION
Inside Right Side – The word, a LINK, THREE COMPLETE
Sentences defining or using the word in student terms
Inside Center – A bulls-eye diagram to compare and contrast
the two terms
Vo
Left Front Left Inside
Diagram Word
4 colors LINK
3 Usage
Sentences
Bulls Eye
Diagram
Compare and
Contrast
Right Inside Right Front
Diagram
Word
4 colors
LINK
3 Usage
Sentences
Fold It 4 – Concept Map
Tri-fold a piece of paper.
Cut each flap in two (to form two ‘doors’
Place a riddle and a multi-color illustration on each flap
Inside each flap, write the answer and the reason why
In the central area, construct a CONCEPT MAP with
the terms as spokes. Be sure to have the reason
connecting the term to the central concept.
Bull’s Eye Comparison
Compare and contrast two to three topics using a bull’s eye diagram. Differences
between the two topics belong on the outside sections. The similarities between
the topics belong in the center bull’s eye.
A 4-color minimum ILLUSTRATION must show how the topics are related.
A 3 – 5 sentence Explanation of how the illustration and similarities are related
must be written underneath the illustration.
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The Ring of Truth
Create a Ring of Truth for the assigned TERM or CONCEPT
1. Inner Circle – Write the TERM or CONCEPT being reviewed
2. Outer Circle – List specific facts, ideas and information about the TERM or
CONCEPT
3. Outer Area – Write down common WRONG or INCORRECT ideas or
information the Person On The Street (POTS) might have about the TERM or
CONCEPT
4. Include a minimum four color diagram showing one main idea, fact or concept about the MAIN TERM or
CONCEPT. Underneath the Ring of Truth, use at least 2 paragraphs to explain why the wrong ideas are
incorrect and why people might have these misconceptions.
Grasping a Concept Imagine a hand with five digits around a palm. The palm holds the main concept or
term. Each digit is one aspect of the concept, event, figure or topic.
• Trace your non-writing hand.
• In the palm area write the concept or term then make a simple sketch (four colors minimum)
representing it.
• On each digit, write a vocabulary term, minor concept, figure, event or equation related to the term
on the palm.
• At the end of each digit include a simple sketch (four colors minimum) representing what is on the
digit.
• The thumb opposes the other digits, so the thumb term or concept should have a related but
somewhat opposite or different slant than the other digits.
• A minimum three-paragraph explanation must be written. One paragraph must explain the sketch
in the palm of the hand.
• Another paragraph must explain how the information on the digits relates to the term on the palm.
• The final paragraph must explain how the thumb information is related but is opposed to the other
digits’ information.
Lost or Found Make a Lost or Found poster about the assigned concept.
1. The poster must have a large (minimum 4 color) diagram representing the concept.
2. There must be a one to two paragraph description of the lost or found concept using the
assigned vocabulary terms (high light the terms used).
3. Use one or two paragraphs explaining how the poster and description relate to the assigned
concept.
Single Frame Cartoon Project The cartoon does NOT have to be funny
The Front of the Paper
Ø Single Frame cartoon (like a Farside)
Ø 4 colors minimum (Black and White DO NOT COUNT)
Ø Maximum 2 lines for a caption (speaking bubbles are okay, but not encouraged)
The Back of the Paper
Ø The Physics concept being shown is stated
Ø A paragraph explaining why or how the cartoon shows or addresses the concept stated is written
Box of Colors
As part of a campaign to make PHYSICS more color conscious, colored markers are given names describing
both the color and a VARIABLE or PHYSICS CONCEPT.
1. Four basic colors must be used: Blue, Red, Green and Yellow
2. At least two additional colors must be added to the basic four.
3. Draw each marker with the name of the color and variable/concept on the label (Displacement Red and so on)
4. Write a 3 to 5 sentence description explaining how the color and the variable/concept make a natural fit.
5. Draw the outside of the box with a slogan to entice people to purchase this mix of colors and
PHYSICS. A warning label must be included across the bottom of the box.
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Physics Interactive Notebook Pages
Tee Shirt Art
Design artwork for a tee shirt representing one of the
assigned CONCEPTS, VARIABLES or TERMS
1. Front of Shirt must have artwork (minimum of 4
colors) showing the concept, variable or term.
2. Back of the shirt must have a 1 or 2 line ‘cute or
clever (but CLEAN)’ saying using the concept,
variable or term
3. A minimum of 2 paragraphs explaining how the
artwork and saying get the PHYSICS idea across must
be written.
Song or Rap
1. The song must use the assigned vocabulary or
concepts. Remember: when presenting the song, be
prepared to sing/play it out loud
2. There must be an illustration (4 color minimum)
showing an understanding of the assigned topic and
concepts.
3. There must be a 2 to 3 paragraph explanation after
the song and illustration to explain how each covers
and demonstrates the assigned concept and
vocabulary.
Haiku Assignment
It has 3 lines and 17 syllables distributed in a 5,
7 and 5 syllable pattern.
17 syllables
1.
2.
3.
5 syllables in the first line
7 syllables in the second line
5 syllables in the third line.
It must follow the pattern and deal with any aspect of
topic covered in class.
The section must have a border and artwork reflecting
the topic - you pick the aspect you with to emphasis in
the haiku and artwork (Minimum of four colors).
There must be a short 3 to 5 sentence explanation telling
how the Haiku shows an understanding of the assigned
topic
Tattoo or Body Art
You are in charge of developing a tattoo to allow
the world to know about one of the assigned
TOPICS or EQUATIONS.
1. The centerpiece of the tattoo must be a slogan
representing the concept or equation.
2. The surrounding artwork (minimum of 4
colors) must demonstrate the equation’s concept
in a real-life situation.
3. The artwork must be suitable for all ages and
appropriate for viewing in all social situations.
4. A 2 to 3 paragraph explanation of how the
artwork represents the equation or concept and the
best location for the tattoo on the body must be
written underneath the tattoo.
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Equation Bookmark
1. Must be no more than 5 cm wide and 20 cm long.
2. Front must have a picture or illustration
representing the main concept of the chapter
(minimum of 4 colors)
3. Front must have the assigned equation
4. Back must have the assigned equation
5. Back must describe each variable in the equation
6. Back must identify the correct units for each
variable in the equation
7. Back must explain how the front illustration shows
the equation in use.
Limerick Assignment
General Guidelines For The Limerick
Assignment
1. The form or pattern of limerick writing must
be followed.
2. The limerick must be original and not copied
from somewhere
3. The limerick must be G or PG-13 rated.
Anything else gets you into trouble.
4. The Physics topic or concept assigned must
be addressed in the limerick
5. An illustration about the topic must follow the
limerick (minimum of four colors).
6. A 3 to 5 sentence explanation of how the
limerick and the illustration are related to the
topic must be written after the illustration.
The Limerick Pattern
1. A limerick has FIVE Lines.
2. The last words of the first, second and fifth
lines rhyme with each other.
3. The first, second and fifth lines are longer
than the third and fourth lines.
4. The last words of the third and fourth lines
rhyme with each other.
5. The pattern of sounds follows the pattern: Da
DUM da da DUM da da DUM
Physics Topic: Heat and Energy
(from the APS website)
The physics test was quite near-o,
And all thought everything was quite clear-o;
"Why study this junk
I'm sure I won't flunk,"
But then he earned an Absolute Zero
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Physics Interactive Notebook Pages
Acrostic Poem An acrostic poem, sometimes called a name poem,
uses a word for its subject. Then each line of the poem
begins with a letter from the subject word. This type of
poetry doesn't have to rhyme.
1.
2.
3.
4.
The assigned term or word is written
vertically (up and down)
Words, terms and concepts related to the term
are written horizontally (back and forth) off
the letter in the vertical term
An illustration representing the term or word
must follow the acrostic poem.
A 3 to 5 sentences explaining how the
horizontal words and terms AND the
illustration fit the vertical term or word must
follows the illustration.
People In Your Neighborhood Flip It
Select one of the assigned
equations as a neighborhood.
Now describe the people in
the neighborhood. Each
person has separate Flip It to
be taped into the notebook.
1. Front of the Flip It – not
more than 4 cm wide and 10
cm long
2. Front has a colored diagram of the person in
appropriate work or leisure clothing.
3. Front has the name of the person (the variable must
be part of the name) across the bottom of the Flip It.
4. The back has the name of the person across the top
5. The job or workplace of the person is described
6. How the job or workplace fits the person’s name is
described
7. How the job helps the neighborhood (the equation)
to operate and solve problems.
Clothing Line
Your love of PHYSICS and startling fashion sense
has you as the owner of a company offering a clothing
line named after one of the assigned PHYSICS
CONCEPTS.
1. Describe one item from the clothing line and how it
represents the PHYSICS CONCEPT.
2. Make an illustration (minimum of 4 colors) of the
article of clothing with the logo advertising the
PHYSICS CONCEPT. One portion of the logo must
use or apply the concept as part of the illustration.
3. Use at least 3 paragraphs to describe how the name
of the clothing line will help it sell, how the
illustration shows the PHYSICS CONCEPT and how
wearing the clothing would help a student learn the
Physics behind the concept.
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Toy Design
Apply your knowledge of fun and PHYSICS to design
the hottest and best selling toy of the season. It must
be able to fit into a standard backpack. The toy must
apply one of the assigned PHYSICS CONCEPTS and
not cause serious bodily injury as part of normal use.
As part of the campaign to promote sales the following
information must be provided.
1. What is the name of the toy?
2. What is the basic PHYSICS CONCEPT used when
playing with the toy?
3. What are the most fun features of the toy?
4. What age group is the toy designed to reach?
5. How will playing with the toy help teach
PHYSICS?
6. Make an illustration of the toy being used
(minimum of 4 colors) by a happy consumer.
7. Use at least 2 paragraphs to describe the slogan to
sell the toy. Part of the slogan must contain an
everyday application applying the toy’s PHYSICS
CONCEPT.
Urinal Usage - Public Service Announcement
You are charged with writing a public service
announcement that could be posted on a bathroom
wall on one of the assigned CONCEPTS.
1. The PSA must be NO LONGER than 30 seconds
when read aloud.
2. The CONCEPT must be identified at least twice
during the PSA.
3. The PSA must include at least 5 vocabulary
terms or phrases from the current unit.
4. Each vocabulary term or phrase must be high
lighted.
5. After the reading of the PSA, there must be a
one-sentence declaration of the organization
responsible for developing the PSA.
6. A billboard or sign illustration for the side of a
bus advertising the PSA must be designed
(minimum of four colors) and drawn.
7. Write a 2 to 3 paragraph long explanation of
how and why the PSA would influence people to
better understand the main CONCEPT.
Radio Commercial to Review Homework Thirty Seconds Of Fame And Glory
Write a 30 second (maximum) RADIO commercial
advertising the assigned concepts or vocabulary
terms.
1. The one idea or concept considered to be most
important should be the main message of the
commercial.
2. The commercial MUST use at least 5 vocabulary
terms or phrases from the current unit (high light
each term).
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Physics Interactive Notebook Pages
3. A description of any sound effects or music that
would accompany the commercial may be listed in
parenthesis and highlighted inside the body of the
commercial.
4. An illustration showing a printed advertisement
to accompany the radio campaign must be drawn
(use at least 4 colors).
5. An explanation of how both the radio
commercial and the printed advertisement meet the
key points of the assignment must be written.
•
1.
2.
Designing A Magazine Ad
Design a magazine advertisement on one of the
assigned CONCEPTS or EQUATIONS.
1. The ad is for a favorite magazine of teenagers or
young adults.
2. The standard header or footer of the magazine
must be placed above or below the advertisement.
3. The advertisement must be no more than a half
page in length and use a minimum of 4 colors.
4. There must be at least one paragraph of claims
or selling points on the advertisement.
5. Below the advertisement, use at least 3
paragraphs to explain why the magazine was
selected, how the artwork gets across the concept
or equation use and why the claims or selling
points help explain the importance or develop the
understanding of the concept or equation.
Pet Name
You are the proud owner of a new and unique pet and
have honored it with one of the assigned PHYSICS
VOCABULARY OR CONCEPTS for a name.
1. What type of animal is the pet?
2. What is the name of the pet?
3. Explain how the name of the pet fits its behavior.
4. Describe ONE trick you will have the pet learn to
represent and show off its name.
5. Make a drawing of the Pet showing off the trick
representing its name (minimum of four colors).
6. Describe, using at least 2 paragraphs, how the
drawing and trick represents the CONCEPT.
Trip to the Circus
Binky the Clown gives advice about a Science
Concept using specific Vocabulary terms in
relation to an act or circus attraction.
• A diagram using at least four colors must
show Blinky the Clown or an assistant
demonstrating the concept must be
drawn.
• A three to five sentence explanation by
Blinky the Clown written so a fourth
grader could understand the Science
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3.
4.
5.
6.
7.
8.
Concept and using the Vocabulary terms
(high light the terms) must be written.
A four to six sentence explanation of
how the diagram and the explanation
showing an understanding at a high
school level must be written.
Letter to the Editor
The letter must be from 2 to 4 paragraphs in
length.
The letter must contain the assigned topic or
vocabulary terms.
Each use of the assigned topic or vocabulary
terms must be HIGHLIGHTED.
YOU must state an opinion about the topic.
At least 5 specific facts must be used to
support the opinion.
An illustration of the topic must be made
after the letter.
A minimum of 4 colors (black and white do
not count) must be used to make the
illustration.
A 3 to 5 sentence explanation of how the
letter and illustration are related to the topic
must be written.
Vehicle Name
As part of design team for a new model vehicle, you
must select a name for the model. The name must
reflect the vehicle’s abilities and one of the assigned
PHYSICS CONCEPTS
1. What is the model name of the vehicle?
2. Explain how the model name of the vehicle fits its
abilities.
3. Write the advertising slogan to be used to represent
and show the vehicle.
4. Create a magazine advertisement (minimum 4
colors) showing the vehicle and emphasizing its
abilities and name.
5. Explain in at least 2 paragraphs how the slogan
and magazine advertisement represent the
PHYSICS CONCEPT.
Band Buzz
Design a four-color minimum Logo for a Band
named after the assigned Physics Concept
List at least THREE song titles representing
assigned Physics Concept and the specific
Vocabulary Terms relating to the unit
A 5 to 7 sentence explanation of how the logo
relates to the concept must be Written.
A 5 to 7 sentence explanation of how the song
titles relate to the the concept and vocabulary
terms must be written.
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Physics Interactive Notebook Pages
Newspaper article
Write a 2 to 3 paragraph long newspaper article
suitable for the school newspaper about the assigned
PHYSICS CONCEPT or TOPIC.
1. The article must contain the H5W (How, Who,
What, When, Where, Why) about the concept or
equation.
2. The article must have at least two interesting facts
people could use in common day conversations.
3. There must be a graphic or illustration (minimum of
4 colors) representing the concept or equation being
applied.
4. There must be a caption of 2 to 3 sentences
explaining the graphic.
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Fables
A fable is a short story with a moral or point to the
story.
1. The short story is generally 2 to 3 paragraphs
in length.
2. The key concept or vocabulary assigned in
class must be used in the fable.
3. The key concept or vocabulary terms must be
HIGHLIGHTED in the fable.
4. The moral or point to the story is added
AFTER the last paragraph.
5. After the moral or point to the story is stated,
there must be an illustration showing the key
concept (minimum of four colors).
6. After the illustration there must be an
explanation (2 paragraph minimum) of how
the story, moral/point and illustration shows
the assigned Physics concept or principle.
Diamanti (Diamond Poem) Special Assignment
A diamanti poem compares and contrasts
two terms. The format is shown in the
diagram.
The top lines describe topic 1. The bottom
lines describe topic 2. The MIDDLE line
has two words for topic 1 and two for topic
2. There must be a minimum four-color
diagram representing each topic and an
explanation of how the terms and diagram
relates to each topic.
Rhyming Poem The poem must use the assigned vocabulary terms or concepts. There must be a title reflecting the major
concept of the poem. There must be at least 5 couplets (two lines rhyming with each other) in the poem. At
least 5 terms from the vocabulary list above must be used. The terms must be highlighted.
There must be a diagram with at least one vehicle, one animal and one vegetable and using four colors.
There must be at least 2 paragraphs explaining how the poem and diagram demonstrate the assigned topic.
Don’t Break The Bank
• At $.10 a word, you have a SET DOLLAR AMOUNT (stated in the homework) to
spend on a message to explain the Assigned Concept.
• A four-color illustration must show the key points of the Assigned Concept.
• Two paragraphs of 3 – 5 sentences must be used to explain how the illustration and
message are each related to the Assigned Concept.
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Cinquains
A cinquain is a five-line poem written about a single concept, object or idea. The format is a short, unrhymed
poem of twenty-two syllables and five lines. The five lines contain 2, 4, 6, 8 then 2 syllables. Each line is
supposed to deal with a specific aspect of the cinquian’s topic.
Raindrop Moisture, Falling Sustain, Nourish, Cleansing Teardrop, Diamond, Dropping , Earthward Dewdrop The first line consists of two syllables / 1 word (the title).
The second line consists of four syllables / 2 words (describes the title).
The third line consists of six syllables / 3 words (states an action). The fourth line consists of eight syllables / 4 words (expresses a feeling)
The last line consists of two syllables / 1 word (another word for the title).
1.
2.
3.
4.
5.
The Cinquain must be written on the assigned topic.
Follow the format of syllables and words per line.
An illustration of the concept or topic must be made after the cinquain.
A minimum of 4 colors (black and white do not count) must be used in the illustration.
A 3 to 5 sentence EXPLANATION of how the cinquain and illustration relate to the assigned topic
must be made.
ONE-PAGER
A ONE-PAGER is a written and graphic interpretation of a reading presented on a SINGLE sheet of paper. It
should highlight the thoughts and understanding of the information. It will be a reference for reviewing the
information. ONE ENTIRE SIDE should be covered with information. Use only ONE side of the paper. Your
Name and Period are written on the BACK of the paper.
Required Information:
1. A title describing the Major Concept
2. The specific Chapter or Unit being covered
3. A prediction based upon the information read – (I think … because ….)
4. A large DIAGRAM with a BORDER – Multiple Colors must be used to reflect major concepts and
key information. The border must reflect aspects of the unit, concepts, vocabulary or real life
applications.
5. A TEN WORD caption for the diagram must be written below the diagram. The caption must
summarize the diagram’s key concept.
6. A quote from the textbook must be written. The quote must pertain to a concept or aspect of the
topic. The quote must emphasize a key point to be remembered or used to explain the major concept.
7. A summary of at least ten sentences explaining the major concepts of the reading or unit must be
written.
8. At least five key vocabulary terms must be used and highlighted in the summary/explanation.
9. An explanation of a word or idea to demonstrate an understanding of the information must be
included.
10. There must be a QUESTION BOX. Inside the Question Box must be at LEAST two (2) higher-level
questions for further study (look at page 6 of the Notebook for Question Prompts). There must be an
explanation of WHY each question was selected after each question is written.
11. Something creative (your choice) showing or explaining how the information relates to some aspect
of your life.
Graphs and DRY MIX
Dependent variable
Relies upon manipulated
Y-Axis
Manipulated variable
Independent
X-axis
LENSES
Label / List
Equation
Notice
Speculate
Explain/Evaluate
Summarize
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Science Common Core Requirements
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CALIFORNIA CONTENT STANDARDS: PHYSICS
Highlight each Standard as it is covered in class. This will be used to review for the State
Standards Test in the Spring.
Motion and Forces 20.0%
1. Newton's laws predict the motion of most objects. As a basis for understanding this concept:
a. Students know how to solve problems that involve constant speed and average speed.
b. Students know that when forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at
rest (Newton’s first law).
c. Students know how to apply the law F=ma to solve one-dimensional motion problems that involve constant forces (Newton’s second
law).
d. Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and
in the opposite direction (Newton’s third law).
e. Students know the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth.
f. Students know applying a force to an object perpendicular to the direction of its motion causes the object to change direction but not
speed (e.g., Earth’s gravitational force causes a satellite in a circular orbit to change direction but not speed).
g. Students know circular motion requires the application of a constant force directed toward the center of the circle.
h.* Students know Newton’s laws are not exact but provide very good approximations unless an object is moving close to the
speed of light or is small enough that quantum effects are important.
i.* Students know how to solve two-dimensional trajectory problems.
j.* Students know how to resolve two-dimensional vectors into their components and calculate the magnitude and direction of a
vector from its components.
k.*Students know how to solve two-dimensional problems involving balanced forces (statics).
l.* Students know how to solve problems in circular motion by using the formula for centripetal acceleration in the following
form: a = v 2 /r.
m.* Students know how to solve problems involving the forces between two electric charges at a distance (Coulomb’s law) or the
forces between two masses at a distance (universal gravitation).
Conservation of Energy and Momentum 20.0%
2. The laws of conservation of energy and momentum provide a way to predict and describe the movement of objects. As a basis for
understanding this concept:
a. Students know how to calculate kinetic energy by using the formula E=(1/2)mv 2
b. Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy)
= mgh (h is the change in the elevation).
c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects.
d. Students know how to calculate momentum as the product mv.
e. Students know momentum is a separately conserved quantity different from energy.
f. Students know an unbalanced force on an object produces a change in its momentum.
g. Students know how to solve problems involving elastic and inelastic collisions in one
dimension by using the principles of conservation of momentum and energy.
h.* Students know how to solve problems involving conservation of energy in simple systems with various sources of potential energy,
such as capacitors and springs.
Heat and Thermodynamics 15.0%
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.
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Waves 16.7%
4. Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept:
a. Students know waves carry energy from one place to another.
b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth
(seismic waves).
c. Students know how to solve problems involving wavelength, frequency, and wave speed.
d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.
e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in
a vacuum is approximately 3 x 108 m/s (186,000 miles/second).
f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and
polarization.
Electric and Magnetic Phenomena 18.3%
5. Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept:
a. Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires,
resistors, and capacitors.
b. Students know how to solve problems involving Ohm’s law.
c. Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate
of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I 2 R.
d. Students know the properties of transistors and the role of transistors in electric circuits.
e. Students know charged particles are sources of electric fields and are subject to the forces of the electric fields from other charges.
f. Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to
forces arising from the magnetic fields of other sources.
g. Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.
h. Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.
i. Students know plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity.
j.* Students know electric and magnetic fields contain energy and act as vector force fields.
k.* Students know the force on a charged particle in an electric field is qE, where E is the electric field at the position of the
particle and q is the charge of the particle.
l.* Students know how to calculate the electric field resulting from a point charge.
m.* Students know static electric fields have as their source some arrangement of electric charges.
n.* Students know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin(a), where a is the
angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find
the direction of this force.
o.* Students know how to apply the concepts of electrical and gravitational potential energy to solve problems involving
conservation of energy.
INVESTIGATION AND EXPERIMENTATION 10.0%
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this
concept and addressing the content in the other four strands, students should develop their own questions and perform investigations.
Students will:
a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform
tests, collect data, analyze relationships, and display data.
b. Identify and communicate sources of unavoidable experimental error.
c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions.
d. Formulate explanations by using logic and evidence.
e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions.
f. Distinguish between hypothesis and theory as scientific terms.
g. Recognize the usefulness and limitations of models and theories as scientific representations of reality.
h. Read and interpret topographic and geologic maps.
i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of
planets over time, and succession of species in an ecosystem).
j. Recognize the issues of statistical variability and the need for controlled tests.
k. Recognize the cumulative nature of scientific evidence.
l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science.
m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of
issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use
decisions in California.
n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent
(e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the
movement of the Sun, Moon, and planets).
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LAB WRITE UP FORMAT
Ø TITLE - The title is the 'name' of the lab. It should quickly describe the basic concept being
covered by the lab activity.
Ø PURPOSE - The purpose is often stated on the lab handout or from the lab book. Do not copy the
purpose. Interpret the purpose and write it in your own words. It should read as if you were
explaining to another student as to why the lab was done.
Ø HYPOTHESIS –
1) The hypothesis should be made AFTER reading the entire lab. '
2) The hypothesis should be a statement of what YOU think will happen or what will be discovered or
determined when the lab is analyzed and interpreted. The hypothesis may and often does have a
strong relationship with the purpose of the lab. Generally the hypothesis is a statement as to which
graphic relationship will be found between the tested variables and a reason why. (Format: IF . . .
THEN . . . BECAUSE . . . )
3) There is NO penalty for a hypothesis that is correctly rejected. The major reason a hypothesis is
stated is to make students think of what should be learned from the lab activity.
Ø
EQUIPMENT - The equipment to be used with the laboratory is listed.
Ø PROCEDURE – Words and Diagram
1) The controlled, experimental, dependent and independent variables must be listed and explained.
2) The testing procedure is usually written out in a step-by-step format on the lab handout. The
procedure SHOULD be read prior to beginning the lab. If there is a question on what to do next on
the lab, the teacher will usually ask 'Have you read the procedure?" If you haven't, woe be unto you.
On the lab write up, DO NOT COPY the procedure. Interpret the procedure and write it as if you
were explaining how to do the lab to someone that had just walked into the class.
3) Part of the procedure is a diagram of the testing set up. The diagram should be large, neat and parts
labeled.
Ø RESULTS –
1) Results Normally data tables or the basic format to follow will be given on the lab handout. If
insufficient room exists on the lab handout, additional data tables will need to be created. Normally
all that needs to be written is the recorded results
2) Analyzed Data consists of the graphs or other types of data manipulation that needs to be done to
help determine the relationships between the different factors being examined. If graphs are to be
made, be sure to label the title, the axes and the units for each of the axes. All graphs should have a
SMOOTH curve, not a 'connect the dots' line. (NOTE - A 'smooth curve' may be a straight line). The
equation for the line of best fit and the correlation coefficient must be written as part of the graph
ALL graphs will have a summary paragraph and be analyzed using the LENSES technique.
All calculations will follow the DUFAS technique.
Ø CONCLUSION - Usually a series of specific questions to be answered are written on the handout.
The questions are to be answered in standard English using correct grammar and complete
sentences. Anwers must use full, detailed references to the collected data and analyzed information.
Explanations of how the collected data supports the stated conclusion MUST be made for full credit.
Ø HYPOTHESIS CONCLUSION –
1) First, the hypothesis must be restated. Next, a statement whether the hypothesis should be
ACCEPTED or REJECTED is made.
2) Then a paragraph or more stating the laboratory evidence which supports the conclusion stated about
the hypothesis.
3) Final paragraphs listing then explaining the sources of error of the experiment are written. Sources
of error are factors which may have caused errors in accuracy or precision while collecting data and
could change the final conclusion.
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Last Open Entry – Left Page
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Last Open Entry – Right Page
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Adult Input Page – Required Once a Week – Due during the Notebook Check
To the Adult – this page will allow your son or daughter to better learn physics. When a person teaches
another, both learn, but the ‘teacher’ often learns much more than the ‘student.’
• The task of your son or daughter is to discuss and teach a concept covered in class with you.
• You should write down one or two sentences explaining what YOU LEARNED from the discussion
and tutoring. Not just that it took place. Without your writing what was learned, full credit for the
‘teaching’ will not be earned by the student.
Week # What was LEARNED – This must be a sentence about something the Adult
Adult
Date
and Student discussed and the Adult learned – Written by the ADULT
Signature
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10
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ONE A WEEK, THAT’S ALL THAT’S ASKED
INSIDE BACK COVER – ADD FLIP PAGES AS NEEDED
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NOTEBOOK SCORING INFORMATION
Notebooks are due the Friday before finals at the end of class. Little time in class will be
used to highlight and count signatures, as well as to mark ‘Best’ Examples.
Late Notebooks are PARTIAL CREDIT.
Notebooks count for approximately 30% of the course grade.
1. Each notebook must have a COVER with all needed information (Class, Name,
Diagrams, Slogan for Learning)
2. The Gems of Wisdom Pages must be up-to-date and color-coded.
3. The Score Sheet must be properly completed.
4. The Weekly column score is totaled and recorded in the highlighted total area.
5. The total number of stamps is recorded in the highlighted total area.
6. The Special Assignment column is totaled and recorded in the highlighted total
area.
7. Each stamp has been numbered (in sequence) starting on the front cover and ending
on the back cover. Each RED STAMP “PHYSICS APPROVED’ or ‘GOOD JOB’
must be highlighted and counted. A number must be placed next to the stamp
showing all the stamps have been counted.
8. Another class member has looked through the notebook, counted and numbered (in
sequence from the back) all stamps. That person must initial next to the total
number of stamps on the score sheet.
9. Each notebook must have a properly marked and up-to-date TABLE OF
CONTENTS.
10. All pages are attached – including ALL notes, homeworks, quizzes, tests, lab
conclusions, special assignments and practice problems.
11. Post-its will be used to mark:
A. The ‘BEST SET OF NOTES
B. The ‘BEST LAB”
C. The “BEST SPECIAL ASSIGNMENT”
12. Each post-it must have YOUR NAME, the TITLE of the assignment, WHY it is the
BEST Example of notes, labs or special assignments and WHAT it taught you.
13. The index is up-to-date.
14. Notebooks will be returned in time for use on the final exams.
This page will be glued onto the outside back cover of the notebook. This page will be
stamped and should show the highest number of the counted stamps by the owner and the
first stamp counted by the person double-checking the count.
Total Number of Stamps Counted: __________________________
Stamp Number 1 (verifying the count): __________________________
Attach to the OUTSIDE OF THE BACK COVER of the notebook
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