Motion Graphs & More

Feb. 24-28

goal this week: students will be able to calculate average speed using distance and time measurements as well as measure and graph changes in motion

warm ups are in my Google Classroom

in class

Monday & Tuesday, students copied drawings of Distance vs Time (DvT) and Speed vs Time (SvT) graphs with interpretations in their notebooks. On Google Classroom, it’s posted as Motion Graphs. 

Homework collected: Speed (F) If students didn’t turn them in these days, the deadline for credit is Monday, Mar. 2.

Wednesday, students made a comparison chart in their notebook of the 4 major lines used on these types of graphs: acceleration, constant speed, deceleration and @ rest. Afterwards, they were given time to complete pages 4-6 and 9-11 in the Motion Graphs packet given to them on Monday of this week. It’s due tomorrow and valued as a DG.

homework

Wednesday: pp 4-6 & 9-11 in the Motion Graphs packet, due Thursday, 27th (DG)

a disturbance in the force

Feb. 3-7

goals for the week

  • identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces
  • calculate average speed using distance and time measurements

warm ups

Monday: none

Tuesday, An object that is at rest will begin to move if which of the following is true?

  • The surface on which it rests is frictionless
  • The mass of the object is sufficient
  • Unbalanced forces act on the object
  • Gravity on the object can be reduced

WednesdayThe forces acting on a box are illustrated. The result of these forces will be that the box will –

  • move to the right at a constant speed.
  • accelerate to the right.
  • move to the left at a constant speed.
  • accelerate to the left.

Thursday, The forces acting on a box are illustrated. The net force of these forces will be that the box will –

  • 10 N, moving to the right at a constant speed.
  • 30 N, accelerating to the right.
  • 40 N moving to the left at a constant speed.
  • 70 N, accelerating to the left.

Friday, A box rests motionless on the ground.  One student is pushing the box to the right with a force of 2 N.  The other student is pushing to the left with a force of 5 N. In which direction and with what type of speed will the box move? It will move… Why?

  • …left at a constant speed with a net force of 7 N.
  • …left at an increasing speed with a net force of 3 N.
  • …right at a constant speed with a net force of 3 N.
  • …right at an increasing speed with a net force of 7 N

in class on…

Monday, students went over their summative from Friday and continued to write the Force and Motion GKWs in their notebooks preparing for this Friday’s formative over them. 

Tuesday, students watched the video, Balanced and Unbalanced Forces. We stopped and discussed it and they began to work on their Summary from watching Force & Motion clips. Both of these are found on Google Classroom. The summary is to be done in their notebooks which will be useful to prepare for this Friday’s formative. 

Wednesday-Thursday, students continued to build their understanding of balanced and unbalanced forces and their effects upon objects. We watched StudyJams about Newton’s 3 Laws of Motion and then allowed students to summarize it in their notebooks. Afterwards, We used a card sort which will be similar to our formative on Friday. 

Friday, 

homework:

prepare for Friday’s formative, 7th.

the heat is on!

Jan. 27-31

Deadline to Retake Energy Resources Summative is Wednesday, 29th 

goals of the week:

investigate the methods of thermal energy transfer, including conduction, convection, and radiation

verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

warm up:

Monday: When putting in a can of soda into the fridge to make it cold, which method of thermal energy transfer allows this to happen?

Tuesday: none, instead students viewed 2 demos of thermal energy transfer and recorded it in their notebooks.

Wednesday: none, due to taking the DCA

Thursday: Which of the following investigations would be most helpful in allowing students to investigate the process of convection?

  • Students crack open eggs on the sidewalk outside of their school at various times during the day and notice the changes in the egg’s color.
  • Red hot water put into one side of a container and blue cold water on the other with a divider in the middle separating the two sides. Removing the divider students observe how the two types of water mix.
  • Rods of different materials are placed on hot plates and record the temperature of the rods over a period of three minutes.
  • Digital thermometers at various distances from a heat lamp so that students can record the temperature of the air at each distance.

Friday: none

in class on…

Monday- students learned how to take the data from Friday’s Quest for Equilibrium lab and transfer it onto a line graph and my expectations for the conclusion. This lab will be due as a formative on Weds., 29th.

Tuesday- students had watching the 2 demos: convection and radiation. After discussing how thermal energy moved in each demo, they had fun moving about the room as energized molecules. Each student was given an amount of chips and they were to “bump” into each other and transfer some energy, aka a chip. The transfer would be made from the one who had more energy/chips to the one with less. Once the more energized molecule was determined, one chip would be given to the less energized molecule and they’d move on. If the energized molecules were equal, then they were to move on without an exchange. We continued this for a few minutes. When we stopped, we counted our energy/chips and discovered that we had nearly reached equilibrium, the same temperature. This activity in a loose way simulates how thermal energy transfers within the natural world, following this rule that thermal energy moves in a predictable patter, from higher to lower temperature until reaching equilibrium.  

Wednesday, students took their thermal energy DCA. For periods 2, 5-7, time permitting they finished their GKWs meant for Monday, 27th.

Thursday, students learned how they did on the DCA and then reviewed for tomorrow’s summative.

Friday,  students took their summative over thermal energy transfer.

homework:

Prepare for Wednesday’s Thermal Energy DCA and Friday’s Thermal Energy Summative. Use the quizlet, heat is on and rewatch the studyjams over thermal energy which can be found on GC. 

the heat is on!

Jan. 21-24

Deadline to Retake Energy Resources Summative is Wednesday, 29th 

goals of the week:

investigate the methods of thermal energy transfer, including conduction, convection, and radiation

verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

warm up:

TuesdayConduction can only occur between two objects when –

  • one object is less dense than the other.
  • both objects are in physical contact with each other.
  • one of the objects is made of a metal.
  • both objects are exactly the same temperature.

Wednesday: In an investigation a student places a frozen ice pack inside a beaker of hot water. The student records the temperature of the water over a time of 5 minutes. What observation is the student most likely to make and why?

  • Cold will transfer from the ice pack to the water through radiation decreasing the temperature of the water.
  • Thermal energy will transfer to the hot water through convection and it will increase in temperature.
  • Cold will transfer from the ice pack to the water through conduction decreasing the water’s temperature.
  • Thermal energy will transfer from the water to the ice pack through conduction decreasing the water’s temperature.

Thursday: You are roasting marshmallows at a campfire. The metal skewer (stick) that you’re cooking your marshmallow on burns your hand because of ________. (Fill in the blank with one of these: conduction, convection or radiation)

Friday:

in class on…

Monday- no school, MLK day

Tuesday- students learned how they did on their summative and heard from the remaining teams leftover from last week.

Wednesday, We began our new unit watching this clip called Heat by StudyJam. Afterwards students began making their GKW for this unit. These words & definitions are found on my Google Classroom, the heat is on Quizlet. On Monday, 27th, students will be take a quiz over them and they’ll be able to use their notebook in which these GKWs are to be written, with a few exceptions.

Thursday, students began and will finish tomorrow a fold-able, convection, conduction and radiation (see below). Students also received a homework assignment: Reading Science- Convection, Conduction and Radiation. See Google Classroom to download, if needed.

front
inside

Friday, students verified the movement of thermal energy as stated in the 2nd goal above using a lab called The Quest for Equilibrium.  

homework:

Complete the GKWs in notebook for Monday, 27th open notebook formative

the good, bad and ugly of energy

Jan. 13-17

Energy Resources Assessments this week: DCA, Weds. & Summative, Fri.

this week’s goal(s):

research and debate the advantages and disadvantages of using fossil fuels, nuclear, biomas, solar, wind, hydropower and geothermal

warm ups:

Monday, students were given 6 drawings of energy resources being processed into electrical energy. They were to identify the energy transformations throughout the process.

 

in class on…
Monday and Tuesday, students collaborated with others who had the same nonrenewable energy resource and compared advantages & disadvantages. Afterwards, they began to compile a list of advantages and disadvantages for each of the 9 resources. It’s a fill in the blanks energy resources notes. We’ll complete it tomorrow.

Wednesday, students took their Energy Resources DCA

Thursday, students learned how they performed on their DCA. Afterwards, teams began sharing their power plant proposals. 

Friday, students took their Energy Resources summative.

homework:

Prepare for Wednesday’s DCA and Friday’s Summative

the good, bad and ugly of energy

Jan. 8-10

this week’s goal(s):

research and debate the advantages and disadvantages of using fossil fuels, nuclear, biomas, solar, wind, hydropower and geothermal

warm ups:

Wednesday: As a renewable resource, hydroelectricity is generating more attention as environmental concerns rise.  What is one advantage of using this as an energy source?  Hydroelectric energy –

  • reservoirs can be used for irrigation of crops.
  • may divert water and alter normal water flow.
  • might disrupt the movements of migrating salmon.
  • sometimes causes flooding in surrounding areas.

Thursday: One disadvantage to using coal to produce electricity is that coal –

  • forms in a short amount of time.
  • is abundant over a wide area.
  • is not environmentally friendly.
  • is relatively quite affordable.

Friday: Natural gas is a fossil fuel formed within oil fields and coal beds.  What is an advantage of using natural gas as an alternative form of energy?

  • It releases relatively low emissions compared to other fossil fuels
  • The stored energy is less concentrated, so more needs to be burned
  • There is a limited supply since it is a non-renewable resource
  • it tends to be more expensive compared to other fossil fuels

in class on…
Wednesday,
students learned how they did on their energy transformations summative and briefly looked at our new unit, Energy Resources.

Thursday-Friday, We watched a cool animation, introducing the topic of energy resources transforming into electricity called Energy 101 by Energy Kids. Then they were given a problem to solve as a team. We’re doing a PBL, Problem Based Learning to help the students accomplish the goal above. Round Rock is growing quickly and the mayor needs to build another power plant to meet its needs. They’re to imagine themselves working as a team of engineers whose job is to research the nonrenewable and renewable energy resources. Each engineer is to research one nonrenewable and one renewable energy resource, focusing on the advantages and disadvantages for each. They’ll collaborate with their team to learn the advantages & disadvantages for all of the energy resources. Then they’ll discuss their research and create a proposal to the mayor. Students chose their resources and began their research. They were taught how to use my website, specifically going to the Cool Science Sites page and scrolling down to Energy Resources and use the links. They were given a notes collecting page which they may or may not choose to use and a double sided paper showing how all of the resources are processed into electricity.

homework:

none for the short week

the potential for energy is kinetic

Dec. 16-19

goal(s)

  • compare and contrast potential and kinetic energy
  • demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

warm ups

Monday: none

Tuesday: Question #2 from the DCA due to so many missing it.

Wednesday-Thursday: none

in class

Monday, students took their DCA over energy Transformations

Tuesday, students learned how they did on the DCA and reviewed for tomorrow’s summative. Be sure to use the Quizizz and Quizlets  on GC to prep for the summative.

Wednesday, students took their Energy Transformations Summative.  Upon our return to school, Jan 8th, we’ll go over the summative. The deadline for retaking the summative is Jan. 15th. 

Thursday, due to the holiday season, our day wasn’t normal 🙂 

Homework

Prepare for the Summative on Wednesday.

the potential for energy is kinetic

Dec. 9-13

Deadline to improve Chemical Reactions Summative is Thursday, Dec. 12th. My tutorial times is this Thursday morning and after school

goal(s)

  • compare and contrast potential and kinetic energy
  • demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

warm ups

Monday: none

Tuesday: watched coyote vs roadrunner clip and identified examples of KE and PE. If PE, then students identified two forms: elastic and gravitational/positional

Wednesday- Friday: none

in class

Monday, students learned how they did on their homework, Potential and Kinetic Energy. It’s not for a grade, but used as notes. Afterwards, they had fun using the link to Phet’s Skate Park and discovering the relationship between PE and KE. Before leaving, I announced that the skate park handout is due Friday, 13th. Except for my 7th period will complete it by Monday, 16th because we didn’t have class yesterday.

Tuesday, students took some notes on the various forms of energy for both PE and KE. The Google Slide presentation used for taking notes is on my GC. We’ll finish it tomorrow for most classes. 

Wednesday-Friday, students worked through a packet called Energy Conversions La (Phet). It’s a computer simulation in which students will discover how energy transforms. They completed a packet that can be found on Google Classroom and turn it in for a formative grade. They’ll be able to use this for a formative assignment called Follow up to  Energy Transformations using Phet. 

Homework

Prepare for the quiz over the GKWs and Energy Transformations which will be on Monday, 16th

wrapping up chemical reactions and moving onto energy

Dec. 2-6

Deadline to improve Chemical Reactions Summative is Thursday, Dec. 12th. My tutorial times are Friday after school, Tuesday and Thursday mornings and after school on Thursday, Dec. 11th.

goal(s)

  • identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change
  • compare and contrast potential and kinetic energy
  • demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy

warm ups

Monday: none

Tuesday: chemical and physical properties/changes worksheet

Wednesday: none

Thursday: What is energy?

in class

Monday, students had a blast performing 7 different procedures to Melvin the Marshmallow Man and noted whether the change was a physical or chemical change. 

Tuesday, students learned how they did on their formative before Thanksgiving break. They learned about the conclusion they’re to do for the Melvin lab that’s to be turned into me by Thursday, 5th for a daily grade. Specifics are on Google Classroom.  and then reviewed for tomorrow’s summative over chemical reactions.

Wednesday, students took their summative over chemical reactions.

Thursday, students learned how they did on their summative. Afterwards, we began looking into our new unit, Energy Transformations. See my Google Classroom for a bunch of resources to aid in achieving the goals. 

Homework

Monday- Tuesday: Prepare for Wednesday’s summative and work on the Melvin conclusion that’s due on Thursday, 5th.

Matter: Physical vs Chemical Change

Nov. 18-22

goal for the week

identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

warm ups:

Monday-Friday: students saw me do different demos of chemical or physical changes and wrote their experience in their notebooks. Not for a grade.

in class…

Monday, students completed their summative.

Tuesday & Wednesday, students had fun identifying chemical & physical changes by doing a lab where they mixed two different substances and noted the change. 

Thursday, we discussed the lab and then reviewed for the chemical reactions DCA that will be tomorrow. TAG students were to turn in their summary of a science article today, which they’ve had about a week and a half to complete.

Friday, students took their formative chemical reactions DCA.

homework:

Monday- Thursday: prepare for Friday’s chemical reactions formative