 |
| Home |
| Handouts Physics Fall 2009 |
| Oceanography Spring 2009 Assignments |
| Physical Science Spring 2009 Assignments |
| Physical Geology Handouts Fall 2008 |
| Geology, Fall 2008, Home |
| Handouts Physical Science Spring 2008 |
| Meteorology Spring 2008 Assignments |
| Telescope Images from the Heritage High Telescope |
| Astronomy, Fall 2008, with tutorial animation and resource links |
| Geology, Fall 2008, Assignments |
| Physical Science, Fall 2008, Assignments |
| Astronomy Assignments, Fall 2008 |
| Astronomy, Fall 2007, Assignments |
| * Astronomy Fall 2009 Daily Work and Assignments |
| * Physics, Mr. Kay, Fall 2009, Daily Work and Assignments |
| * Physical Science, Mr. Kay, Fall 2009, Daily Work and Assignments |
| *Handouts Physical Science Fall 2009 |
| Astronomy, Fall 2009, Handouts |
| Telescope Viewing Lab Project Requirements |
| Physical Science, Fall 2008, Home |
| Physical Science, Fall 2007, Assignments |
| Physical Science, Fall 2007, Handouts |
| Physical Science Calendar Fall 2008 (To Be Completed) |
| Class Bulletin Board |
| May I Introduce Myself? |
| Helpful Parenting Suggestions |
| Links tHHS Science Course Resources and tutorials |
| Physical Science Spring 2008 Home |
| Physical Science Spring 2008 Assignments |
| Astronomy, Fall 2008, Assignments |
| Astronomy, Fall 2008, Assignments |
| Physical Science, Spring 2007 Handouts, |
| Oceanography , Spring 2007 |
| Oceanography Assignments |
| astronomy, Spring 2007, Handouts |
| Oceanography Calendar (TO BE COMPLETED) |
|
|
|
|
To provide our students access to resources provided in class just click on this link. Here, for instance, you will find power
points and other resources, including the book on tape.
Grades are now posted online at Infinite Campus and are available through the Heritage portal.
The second semester of IPS includes the final work in chemistry although it is basically physics: which includes motion,
work, power, energy, nuclear energy, waves, sound and light, electricity, magnetism, some astronomy, technology,and included
in the course are mathematical problem sets.
|
|
|
At Heritage high school, our core science classes are designed and planned by collaborative teams. We meet
as a professional learning community weekly to plan our curriculum for courses of the same name. We collectively decide
what labs and most of the activities our students will experience, then we impliment our choices. We
typically teach the same content, do the same labs, even take the same tests, which are evaluated as we work to find the best
practices that worked the most successfully for our students. Occasionally an activity will be different and
usually the homework will vary. This collaboration will allow students to form study groups even if they do not
have the same teacher.
Our freshmen students have been served well with this course as a foundation experience for their science education at
Heritage. Since the implementation of this class our students have tested very well on the CSAP test and our chemistry and
physics enrollment have increased. We now are offering 2 classes of level C - AP Physics and have seen an increase in physics.
There has also been an increase in chemistry enrollment and physics, especially in our AP program.
This semester includes hands-on lab experiences to learn how to make measurements, gather
data, and solve problems. This semester is less abstract and more real. Our students also gain valuable
experience with the factor labeling process to make unit conversions.
>electricity and magnetism > electric field of dreams
To earn 30 points of extra credit you will systematically change the variables
in this interactive simulation, observe and record the behavior of the particle(s) and the electric field reaction, and summarize
what you learned from the observations. The direction of the arrow indicates the direction of the electric field and
the length of the arrow represents the strength of the field.
You will turn in the experiment in a table with the following categories
(specific titles further down below): the variable that was changed, the observations of the behavior or response of
the particle, the learning about the behavior or the conclusion you can reach based on the observations. You are to
include all of these on your charts: A single particle should be placed in the center of the field and not pushed to
start, or if two particles, then center both to the center of the square. Repeat each experiment at least twice to verify
the results. The following are the variables that you will deliberately change during the experiment.
The title across the top of your data table should be:
VARIBLE INVESTIGATED OBSERVATIONS FROM EXPERIMENT
LEARNING OR CONCLUSION FROM EACH
INVESTIGATION. Final Conclusion: summarize the key concepts
of your experiment in a paragraph below your table.
The titles along the left side of the table should be blue items above.
<DIV><STRONG>Future text</STRONG></DIV>
future text
|
|
|
|
|
Be sure to send me suggestions for the next In Depth segment.
|
|
|
|
