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Content Objectives:

Students will demonstrate application of unit 6 concepts by completing a unit 6 test.

Language Objectives:

Students will write to answer and solve questions about unit 6 concepts using complete sentences and the CER/GUESS methods on a unit 6 test.

Bell Work:

1.What type of wave is produced when an object is going faster than the speed of sound? 

2. Compare the energy, frequency and wavelength of radio waves and gamma rays.

Exit Ticket:

Turn in unit test.

Homework:

Create mini tree map for each of the following vocabulary. Include BOOK definition (ch 29), example or illustration, and you OWN definition.

DUE Wednesday, March 4.

1. Reflection

2. Normal

3. Angle of incidence

4. Angle of reflection

5. Law of reflection

6. Virtual image

7. Real image ( Section 30.2)

8. Diffuse reflection

Content Objectives:

Students will demonstrate understanding complex text by interpreting what the text explicitly says on a SAT passage.

Language Objectives:

Language Objective

Students will read to and orally interpret complex text using connections and questions.

Stations Review for Unit 6 Test

Content Language:

Students will demonstrate application of EM spectrum wavelength, frequency and the speed of light constant by completing a structured practice and station review.

Language Objectives:

Students will write to solve problems about EM spectrum wavelength, frequency and the speed of light constant using the GUESS and CER methods on a structured practice and station review.

Bell Work:

Light and material objects interact in one way or another.  for instance, visible light is transmitted through glass.  Complete the following:

Glass is said to be _____________ to visible light and ________ to ultraviolet and infrared light.

Exit Ticket:

An x-ray has a wavelength of 2.5 x 10^-13 m. What is its frequency?

Practice Problems:

Ex. 1  An x-ray has a wavelength of 3.5 x 10^-12 m. What is its frequency?

Ex. 2. Red light has a wavelength of  720 x 10^-9m. What is its frequency?

Content Objectives:

Students will demonstrate comprehension of the characteristics of ways light interacts with matter by completing a brace map.

Language Objectives:

Students will write to compare the different ways light interacts with matter using complete sentences on a brace map.

Bell Work:

1. A radio station broadcasts at a frequency of 695,600 Hz.  What is the speed of those radio waves? Explain.

2. Compared to Radio waves, how is the wavelength, frequency and energy different for Gamma Rays?

Exit Ticket:

1.Which color has the longest wavelength? How can we describe its frequency and energy relative to the other colors?

2. Which color has the shortest wavelength? How can we describe its frequency and energy relative to the other colors?

Brace map instructions

Content Objectives:

Students will demonstrate comprehension of the characteristics of the EM spectrum by completing focus questions and a comparison tree map. 

Language Objectives:

Students will read and write to answer focus questions about the Electromagnetic spectrum using complete sentences and then orally share responses.

Bell Work:

A fire engine with its siren on is moving toward you:

1.What happens to the frequency you hear?

2.What happens to the wavelength that reaches you?

3.What happens to the period?

Exit Ticket:

Describe the relationship between wavelength and frequency and energy.

Homework:

Study your notes for Friday’s Unit 6 test.

Content Objectives:

Students will demonstrate application of light waves and chapter 27 concepts by playing “teacher” and ”student” role during jigsaw B activity

Language Objectives:

Students will read and write and orally explain light waves and chapter 27 concepts using complete sentences during jigsaw activity. 

Bell Work:

Use the text book or your notes to answer the following questions:

1. What are the two types of interference?
2. What is a standing wave?
3. What is the Doppler Effect?
4. What causes a shock wave?

Exit Ticket:

Write 3 things you learned from the jigsaw activity and one thing you still wonder about.

Homework:

Study your notes for Friday, February 28 Unit test.

Jigsaw chapter 27 answers

Content Objectives:

Students will demonstrate application of light waves and chapter 27 concepts by playing “teacher” and ”student” role during jigsaw activity.

Language Objectives:

Students will read and write and orally explain light waves and chapter 27 concepts using complete sentences during jigsaw activity. 

Bell Work:

Skim through the SAT article then answer questions 5 and 6.

Exit Ticket:

List 3 things you learned from jigsaw activity today.

Jigsaw A Chapter 27

Jigsaw B Chapter 27

Homework:

4-square Due Friday

Content Objectives:

Students will demonstrate application of finding the period of a pendulum by completing a post lab questions.

Language Objectives:

Students will write to answer questions about variables that effect the period of a pendulum using different string length, amplitude (angle) and number of washers (mass).

Bell Work:

Skim through the SAT article and then answer questions 3 and 4.

Exit Ticket:

Turn in lab report

Homework:

Due Friday

4-squares waves

Content Objectives:

Students will demonstrate application of finding the period of a pendulum by completing a lab investigation.

Language Objectives:

Students will write to answer questions about variables that effect the period of a pendulum using different string length, amplitude (angle) and number of washers (mass).

Bell Work:

1.How does changing the ​Frequency​ affect the wavelength?

2.How does changing the ​Amplitude​ affect the wavelength?

3.How does changing the ​Frequency ​affect the energy of the wave?

4.Howdoes changing the Amplitude  ​affect the energy of the wave?

Exit ticket:

How is the period of the pendulum related to amplitude, string length and weight?

Content Objectives:

Students will analyze informational text to draw conclusions, interferences and develop insights using SAT practice reading article

Language Objectives:

Students will actively read and write to answer critical thinking questions about the SAT article using complete sentences.

Bell Work:

Post lab questions analysis:

How does changing the ​Frequency​ affect the wavelength?

How does changing the ​Amplitude​ affect the wavelength?

How does changing the ​Frequency ​affect the energy of the wave?

How does changing the Amplitude  ​affect the energy of the wave?

Exit Ticket:

Write down one thing you learned new from the assigned reading and one from another group’s reading using complete sentences.