10-14

The Physics Journalist Period 3 October 14th, 2008 Donna Means  __Today’s Objectives __: As students entered the room of Mr. Manning, a teacher at MTHS, they looked to the board to find that their class period would consist of:  1. Homework Check  2. Review of Homework  3. Taking a Quiz  4. Finishing a Previously Started Lab <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">It was going to be a relatively easy day; if the students completed their homework and studied for the day’s quiz, there would be no problem. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">Assignments Handed In __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">: <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">The students were lucky enough to find that the homework was not actually handed in, but simply checked for accuracy by Mr. Manning. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">Handouts: __ <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">All of the activities and homework were on handouts already given to the students. The previous night’s homework was found on page 19, titled Concept Check with XT Graphs. The lab was on pages 16-18 called Matchup & Roundup Lab. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">Activities: __ <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">The only activity completed in class was a lab called Matchup & Roundup on pages 16-18. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">*See Key Ideas/Labs/Notes <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">Teacher Questions: __ <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">The only question asked was written on the board for the students. It was an extra credit question where the goal was to make a graph of what it would look like if a person began at a reference point, and increased speed as they moved farther from the reference point. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> __<span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">Key Ideas /Labs/Notes __ <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">The day’s lab involved looking at graphs which involved motions that combine different directions and speeds. The students were asked to look at 4 different graphs and describe how a person would have to move to match the motion patterns shown in the graphs. They were provided with motion detectors which they were able to hook up to their computers. These detectors graphically recorded their motions. The goal was to make a duplicate of each of the 4 graphs in the lab, only you physically move in the same pattern. The students then had to print the graphs which they made. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">The idea enforced in the lab was that different types of motion will produce different sets of data, and will be visually different once printed graphically. <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">

<span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin; mso-no-proof: yes"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin"> <span style="FONT-FAMILY: 'Cambria','serif'; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin">NOTE: Mr. Manning was gracious enough to inform his students that there was no homework for the evening, unless, of course, they have been working ahead on their Unit 3 Reading Guide. <span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'"> <span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'"> <span style="FONT-FAMILY: 'Copperplate Gothic Light','sans-serif'">