# Friday, 3/6/2020- B Day

Focus Question:

How can any object make so many different sounds?

Learning Tasks:

1. Do Now– Please get out your ISN. Add to the Table of Contents: “Graphical Representation p.74” (Left Side). Head p.74 properly with “Graphical Representation-3/6/2020.”
2. Science Friday- Face Time
3. Write-Pair-Share– Answer the following question on ISN p.74- How do the vibrations from a sound source compare for higher-pitch vs lower-pitch sounds?
4. Application/Practice– “Connecting Graphical Representations to the Sounds Made” handout- Pair works on their assigned question set then join with another pair to share claims, evidence, & reasoning for question set.

# Tuesday, 3/3/2020- B Day

Focus Question:

How do the vibrations from a sound source compare for higher-pitch versus lower-pitch sounds?

Learning Tasks:

1. Do Now– Please get out your ISN. Add to the Table of Contents: “Motion Detector 2 p.72” (Left Side). Head p.72 properly with “Motion Detector 2-3/3/2020.”
2. Investigation– Predicting & Testing Sticks of Different Lengths- On the “Pitch Graphs” handout, draw what the graph would look like when the stick is at rest. Draw an arrow pointing to that line on each graph and label it “stick not moving.” Predict what the graph would look like for long stick/low pitch vs short stick/high pitch on both your Condition 1: Long stick and Condition 2: Short stick graphs using a dashed line. Label these lines “prediction” on both graphs. Then observe Test Condition 1 as we push the long stick 10 cm. After the test, draw a solid line and label it “actual.” Repeat for Test Condition 2: Short stick.
3. Simulation– Speaker’s Motion– This simulation will graph the motion of the speaker while it’s making sounds. Observe low and high pitches. Sketch the speaker graphs on ISN p.72. Title the graph sketches for which sound is which and label the axes.
4. Data Analysis from Speaker & Stick Data– Observe the four graphs from the speaker & stick data. On ISN p.72, write the heading “Data Analysis.” Look for similarities and differences within and among the graphs. Point out patterns & important features of the graphs. Write complete sentences starting with “What I see ….”
5. Notebook Work– Tape the “Pitch Graphs” handout as a flip page to ISN p.72.

# Tuesday, 2/25/2020- A Day

Focus Question:

How do the vibrations of the sound compare for louder versus softer sounds?

Learning Tasks:

1. Do Now– Please get out your ISN. Add to the Table of Contents: “Motion Detector p.68” (Left Side). Head p.68 properly with “Motion Detector-2/25/20.”
2. Collecting Our Thoughts About the Motion Detector– Write your answers to each question in a complete sentence on ISN p.68. How could this stick represent a guitar string or tuning fork? How do you think it will move? Why not just use the instruments we’ve already looked at? What differences in motion might we see when we are trying louder sounds versus softer sounds?
3. Investigation- Predicting & Testing Softer & Harder Pushes– On the “Motion Graphs” handout, predict what the graph would look like when the stick is at rest. Use a pencil to sketch onto both graphs what you think it will look like when the stick is not moving. Then demonstrate the graph when the stick is at rest. Draw an arrow pointing to that line on each graph and label it “stick not moving.” Predict what the graph would look like for softer vs harder pushes on both your Condition 1: Light Push and Condition 2: Harder Push graphs using a dashed line. Label these lines “prediction” on both graphs. Then observe Test Condition 1 as we push the stick lightly. After the test, draw a solid line and label it “actual.” Repeat for Test Condition 2: Harder Push.
4. Simulation- Speaker’s Motion– This simulation will graph the motion of the speaker while it’s making sounds. Observe soft and loud volumes. Sketch the speaker graphs below the graphs for the Light & Hard pushes on the “Motion Graphs” handout. Title the graph sketches for which sound is which and label the axes.
5. Notebook Work– Tape the “Motion Graphs” handout as a flip page to ISN p.68.

# Monday, 1/27/2020- B Day

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

1. Do Now– Set up NEW Table of Contents.
2. Begin Sound Waves Unit Cover Page– ISN p.53
3. State of Matter Changes HyperDoc on Google Classroom- Yellow EXPLORE section-
• Check out what happens to neon, argon, oxygen, & water when you change the temperature. You can change the temperature by sliding the switch up or down. (You can also change the thermometer from K to C using the dropdown menu.)
• What effect does heat energy have on the movement of the particles of matter?
• Do you notice the matter changing state?
• What happened for the matter to go from one state to another?
• Can you pick out each state of matter?
• Did the change happen gradually or all at once?
• Print out the handout, complete the data tables, and answer the questions.
• Before moving onto Explain, bring your lab handouts to Mrs, Vigliotti to show her what you have explored about heat energy and pressure and the effect they have on changes of state.

Home Learning:

Complete Sound Waves Unit Cover Page ISN p.53 for Friday, 1/31

# Friday, 1/10/2020- B Day

Focus Question:

How does the motion of particles compare in a sample of matter at any given temperature?

Learning Tasks:

1. Do NowPlease get out your ISN and copy down today’s Home Learning in your planner. Add to the NEW Table of Contents- “Gas Particles Simulation p.50″ (Left Side). Head p.50 with “Gas Particles Simulation-1/10/2020.”
2. Science FridayPlunge into the Science of BASE Jumping
3. Online Interactive Model– Continue to explore the online interactive model. Review what we figured out as you made changes to the simulation using the control pad in Part A of “Particle Interactions in Gases” handout. Record what we figured out on ISN p.50. Collect more data using the interactive model and record your findings in Part B of the handout. As a full class, make sense of your small group data to build understanding and document what you figured out on ISNp.50.