Since Thursday class was such a disaster, I did not repeat it for today's class. Instead, students took out their guided note sheets and copied down the rest of the notes from the overhead. I explained things as we went.
Is mass the same as weight? NO! Mass is the amount of matter. It is a measure of the amount of inertia. Weight is the pull of gravity. An anvil in outer space is weightless, but it still has mass and still has inertia. It still could pack a wallop even though you could balance it on a finger tip.
After I finished, I put out the overheads and gave students the opportunity to copy down anything they had missed while the other students took a short break. During the break I handed out the Newton's 2nd Law worksheet and the supplemental activities for the 2nd Law Worksheet. I asked students to work on them at the same time since the supplemental activities helped them answer the questions for the worksheet.
I also told the students they would have a test on Newton's Laws next Thursday.
At first a couple of students really disrupted the class so I had them gather up their things and do the worksheets by themselves in another classroom. The rest of the class worked really well after those two left.
I collected both sheets at the end of the class.
Friday, December 12, 2008
Monday, December 8, 2008
Thursday, Dec 11, 2008 - Block 4A
Started by giving guided notes for Newton's 3 laws. Went over content objectives for Newton's 2nd Law and 3rd Law.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Wednesday, Dec 10, 2008 - Block 4B
Handed back and went over any questions on test.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Tuesday, Dec 9, 2008 - Block 4A
Handed back and went over any questions on test.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Monday, Dec 8, 2008 - Block 4B
Students took motion test.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
Friday, December 5, 2008
Friday, Dec 5, 2008 - Block 4A
Students took motion test.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
Thursday, December 4, 2008
Thursday, Dec 4, 2008 - Block 4B
Handed out Guided Note Packets for Chapter 8. Students copied from overhead through unbalanced forces.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Monday on motion and momentum.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Monday on motion and momentum.
Wednesday, December 3, 2008
Wednesday, Dec 3, 2008 - Block 4A
Handed out Guided Note Packets for Chapter 8. Students copied from overhead through unbalanced forces.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Friday on motion and momentum.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Friday on motion and momentum.
Tuesday, December 2, 2008
Tuesday, Dec 2, 2008 - Block 4B
Content Objectives
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Monday next week on motion and momentum.
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Monday next week on motion and momentum.
Wednesday, Nov 26, 2008 - Block 4A
Content Objectives
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
Lindsey had quite a collision with the egg.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Friday on motion and momentum.
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
Lindsey had quite a collision with the egg.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Friday on motion and momentum.
Tuesday, November 25, 2008
Tuesday, November 25, 2008 - Block 4B
Didn't have time to hand back ball and ramp labs.
Started with a quick review of motion
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed when it is dropped.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
Started with a quick review of motion
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed when it is dropped.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
Monday, November 24, 2008 - Block 4A
Handed back ball and ramp labs.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
Friday, November 21, 2008 - Block 4B
I was at the NSTA convention so had sub Julie Burich.
Notes for sub
Students will be doing the Ball and Ramp Lab to investigate acceleration. Ramps are on the back bench. I have put 8 pink stopwatches and 8 steel balls in a bin by the ramps. Please make sure all equipment gets put back.
Go over content objectives on flip chart.
Students will be able to describe the motion of a ball rolling down a ramp in both words and using a graph and be able to interpret the graph.
Before students do the lab, describe the lab in detail, showing the setup and how to make the measurements. For the first measurement, place the ball 10 cm from the end of the ramp. Release it and time how long it takes to go down the ramp. Show them how to hold the ball in place with a ruler and then release it by lifting the ruler straight up. Please tell the students not to put tape on the track (sides are ok) and not to mark on the track (they can mark on tape that they put on the sides of the track.) Make sure the students measure the distances in centimeters and not inches. Show where the equipment is and tell students to put the equipment back when they are done. I usually go around and collected stopwatches and steel balls when students were done with the measurements.
Pre-lab: Sketch distance vs time axes on the board. Tell them that the first point on their graph is (0,0). If the ball is already at the end, zero distance away, it takes zero time to get there. They MUST include this point in their graphs. Ask the students to sketch in their notes their prediction of the shape of the graph with a brief explanation of why. You might wander around and check what they draw or you might have some students show their sketches on the board and explain why.
I have supplied an overhead with the lab groups. The groups are either 3 or 4.
Please have students do the lab on the floor. If you are brave, you can allow a couple of groups to set up in the hallway outside (NOT groups 1 or 2). If they need books, they can use the yellow textbooks in the back of the class. Just please make sure they get put back in order. I suggest two books.
Lab handouts are by the ramps. Students will work in groups of 3 or 4 to do the lab. Every student will hand in their own report by the end of the period including the graph. Graph paper is located at the front of the class.
Students will be using the ramps on the back bench. Please ask the students to handle them with care since they are easily dented and damaged.
Please make sure you have all 8 pink stopwatches and all 8 steel balls at the end of class. Sometimes things go missing in this class. Do NOT let the students wander around the class messing with anything not directly associated with their lab.
Lab wrap-up. Revisit content objectives.
How well did your predictions agree with experimental results?
Describe the motion of a ball rolling down a ramp in words (speed increases) and how this looks on a graph (starts with shallow slope and then gets steeper as the speed increases).
How would the graph change if you used no books and just placed the ball on a level ramp?
How would the graph change if you used twice as many books making the ramp steeper?
What would happen if the ramp were vertical?
This lab should not take the entire period but I leave that up to you. (Since it is Friday afternoon, just the lab itself might be enough). Some students will struggle making the graph. It works out well if you hold the paper vertically and go up by 25 in major units. If you need the entire period, fine, if all students finish early and you need an additional activity, there is an additional exercise worksheet on distance, speed, and time. Students can start this and if they don’t finish, complete as homework. If you use this, please emphasize that students need to do the work on a separate piece of paper (no room on the sheet) and that they need to show all the steps of the problems solving strategy they learned in class (see fill in blank worksheet that they have already done). I will leave these worksheets on my desk.
You can leave anything you collect from this class in the wire bin.
Please make sure the students put up their stools on the benches at the end of class. Do not let them crowd near the door or skip out early.
Notes for sub
Students will be doing the Ball and Ramp Lab to investigate acceleration. Ramps are on the back bench. I have put 8 pink stopwatches and 8 steel balls in a bin by the ramps. Please make sure all equipment gets put back.
Go over content objectives on flip chart.
Students will be able to describe the motion of a ball rolling down a ramp in both words and using a graph and be able to interpret the graph.
Before students do the lab, describe the lab in detail, showing the setup and how to make the measurements. For the first measurement, place the ball 10 cm from the end of the ramp. Release it and time how long it takes to go down the ramp. Show them how to hold the ball in place with a ruler and then release it by lifting the ruler straight up. Please tell the students not to put tape on the track (sides are ok) and not to mark on the track (they can mark on tape that they put on the sides of the track.) Make sure the students measure the distances in centimeters and not inches. Show where the equipment is and tell students to put the equipment back when they are done. I usually go around and collected stopwatches and steel balls when students were done with the measurements.
Pre-lab: Sketch distance vs time axes on the board. Tell them that the first point on their graph is (0,0). If the ball is already at the end, zero distance away, it takes zero time to get there. They MUST include this point in their graphs. Ask the students to sketch in their notes their prediction of the shape of the graph with a brief explanation of why. You might wander around and check what they draw or you might have some students show their sketches on the board and explain why.
I have supplied an overhead with the lab groups. The groups are either 3 or 4.
Please have students do the lab on the floor. If you are brave, you can allow a couple of groups to set up in the hallway outside (NOT groups 1 or 2). If they need books, they can use the yellow textbooks in the back of the class. Just please make sure they get put back in order. I suggest two books.
Lab handouts are by the ramps. Students will work in groups of 3 or 4 to do the lab. Every student will hand in their own report by the end of the period including the graph. Graph paper is located at the front of the class.
Students will be using the ramps on the back bench. Please ask the students to handle them with care since they are easily dented and damaged.
Please make sure you have all 8 pink stopwatches and all 8 steel balls at the end of class. Sometimes things go missing in this class. Do NOT let the students wander around the class messing with anything not directly associated with their lab.
Lab wrap-up. Revisit content objectives.
How well did your predictions agree with experimental results?
Describe the motion of a ball rolling down a ramp in words (speed increases) and how this looks on a graph (starts with shallow slope and then gets steeper as the speed increases).
How would the graph change if you used no books and just placed the ball on a level ramp?
How would the graph change if you used twice as many books making the ramp steeper?
What would happen if the ramp were vertical?
This lab should not take the entire period but I leave that up to you. (Since it is Friday afternoon, just the lab itself might be enough). Some students will struggle making the graph. It works out well if you hold the paper vertically and go up by 25 in major units. If you need the entire period, fine, if all students finish early and you need an additional activity, there is an additional exercise worksheet on distance, speed, and time. Students can start this and if they don’t finish, complete as homework. If you use this, please emphasize that students need to do the work on a separate piece of paper (no room on the sheet) and that they need to show all the steps of the problems solving strategy they learned in class (see fill in blank worksheet that they have already done). I will leave these worksheets on my desk.
You can leave anything you collect from this class in the wire bin.
Please make sure the students put up their stools on the benches at the end of class. Do not let them crowd near the door or skip out early.
Thursday, November 20, 2008 - Block 4A
Quick review on motion
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
Today, apply knowledge of motion to motion of ball rolling down an inclined ramp.
Content Objectives:
Student will be able to
. Describe in words the motion of a ball rolling down a ramp.
. Graph this motion using all the elements of a good graph and use the graph to describe the motion of the ball down the ramp.
Showed the set up and where the equipment was located. Please return all equipment to initial location when done with lab. Students worked in groups of 2 or 3. Some students waited until others had finished. Three groups worked in hall.
Ramp 6 was damaged in the last lab but we used it anyway.
Students did lab, graphed data, and handed in completed lab sheet.
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
Today, apply knowledge of motion to motion of ball rolling down an inclined ramp.
Content Objectives:
Student will be able to
. Describe in words the motion of a ball rolling down a ramp.
. Graph this motion using all the elements of a good graph and use the graph to describe the motion of the ball down the ramp.
Showed the set up and where the equipment was located. Please return all equipment to initial location when done with lab. Students worked in groups of 2 or 3. Some students waited until others had finished. Three groups worked in hall.
Ramp 6 was damaged in the last lab but we used it anyway.
Students did lab, graphed data, and handed in completed lab sheet.
Wednesday, November 19, 2008 - Block 4A
Handed back fill-in-the-blank worksheets on distance, time, speed. Gave full credit for first 10 correct and half credit for more than 10.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Reminded students of penny and ruler lab from last time. Both hit at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Explained lab write-up. Each student does their own write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Students did lab and handed in reports.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Reminded students of penny and ruler lab from last time. Both hit at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Explained lab write-up. Each student does their own write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Students did lab and handed in reports.
Tuesday, November 18, 2008
Tuesday, November 18, 2008 - Block 4A
Handed back worksheets on distance, time, speed. 18 problems. Gave full credit for first 10 correct and half credit for more than 10. Max score in gradebook = 14 out of 10.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Handed out fill in blank distance, time, speed worksheet to people who got less than 10 on the homework.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Students did lab.
Didn't assign lab write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Handed out fill in blank distance, time, speed worksheet to people who got less than 10 on the homework.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Students did lab.
Didn't assign lab write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Monday, November 17, 2008
Monday, Nov 17, 2008
Collect Act-A-Graph Homework
Asked it there were any questions on Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Did an example using the problem solving strategy.
Handed out revised worksheet on distance, time, speed problems with fill in the blanks to force the students to use the problem solving strategy. Went over first problem explaining how to fill in the blanks. Gave the students until 2:20 to work on it, giving help when students had difficulties.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
After that, use a motion detector to measure the speed. Compare with the value you got using the meter stick and stopwatch.
There will be a lab write-up. Go over that next time.
Asked it there were any questions on Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Did an example using the problem solving strategy.
Handed out revised worksheet on distance, time, speed problems with fill in the blanks to force the students to use the problem solving strategy. Went over first problem explaining how to fill in the blanks. Gave the students until 2:20 to work on it, giving help when students had difficulties.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
After that, use a motion detector to measure the speed. Compare with the value you got using the meter stick and stopwatch.
There will be a lab write-up. Go over that next time.
Thursday, November 13, 2008
Friday, November 14, 2008 - Block 4A
Collect Act-A-Graph Homework
Review Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Hand out worksheet on distance,time,speed problems
Have students work on it for 10 minutes - help students in need.
Tried talking about lab and what constant velocity looks like but could not get through to students. Gave up after asking what device you would use to measure distance and could not get an answer. Did not do lab.
Instead had student work on yellow worksheet of problems. Many students refused to follow the problem solving strategy despite my best efforts. Went around room to help students work on problems but many did very little work. I collected the yellow sheet at the end of the period and assigned the white sheet for homework.
What should have been a wonderful lab just did not work out. Bummer.
Constant velocity: What does constant velocity look like?
a) Straight line on distance vs time graph (slope gives speed)
b) Horizontal line on velocity vs time graph
c) If you took snapshot photos at regular increments and joined them all together, there would be equal spacings between the images
d) Strobe photo - again, equal distances in equal times.
e) Ticker timer, equally spaced dots. Closer together, less distance in the same amount of time (moving slower). Farther apart, more distance in the same amount of time (moving faster).
f) If you took a stopwatch and recorded the positions at equal increments of time you would find it moves equal distances.
g) Motion detector - gives straight line
Explain Ball Rolling Off Table Lab.
The horizontal speed doesn't change. Amazingly enough, it takes the same amount of time to fall straight down, as it does if the ball is rolling off the table and has some horizontal speed. The time to fall is given by t = sqrt( 2 * h/9.8). The horizontal distance the ball travels while falling is d = vx * t fall. If you accurately measure the height the ball falls, and the constant speed of the ball, you can predict where the ball will hit the floor. This is the challenge. You get one try.
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Do Lab - one try. Record constant speed. Check with motion detector.
Review Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Hand out worksheet on distance,time,speed problems
Have students work on it for 10 minutes - help students in need.
Tried talking about lab and what constant velocity looks like but could not get through to students. Gave up after asking what device you would use to measure distance and could not get an answer. Did not do lab.
Instead had student work on yellow worksheet of problems. Many students refused to follow the problem solving strategy despite my best efforts. Went around room to help students work on problems but many did very little work. I collected the yellow sheet at the end of the period and assigned the white sheet for homework.
What should have been a wonderful lab just did not work out. Bummer.
Constant velocity: What does constant velocity look like?
a) Straight line on distance vs time graph (slope gives speed)
b) Horizontal line on velocity vs time graph
c) If you took snapshot photos at regular increments and joined them all together, there would be equal spacings between the images
d) Strobe photo - again, equal distances in equal times.
e) Ticker timer, equally spaced dots. Closer together, less distance in the same amount of time (moving slower). Farther apart, more distance in the same amount of time (moving faster).
f) If you took a stopwatch and recorded the positions at equal increments of time you would find it moves equal distances.
g) Motion detector - gives straight line
Explain Ball Rolling Off Table Lab.
The horizontal speed doesn't change. Amazingly enough, it takes the same amount of time to fall straight down, as it does if the ball is rolling off the table and has some horizontal speed. The time to fall is given by t = sqrt( 2 * h/9.8). The horizontal distance the ball travels while falling is d = vx * t fall. If you accurately measure the height the ball falls, and the constant speed of the ball, you can predict where the ball will hit the floor. This is the challenge. You get one try.
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Do Lab - one try. Record constant speed. Check with motion detector.
Thursday, November 13, 2008 - Block 4B
Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Wednesday, November 12, 2008
Wednesday, November 12, 2008 - Block 4A
Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Saturday, November 8, 2008
Friday, November 7, 2008 - Block 4B
Gave students time to ask questions and do further work on review packet. Very few students used this time productively.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
Thursday, November 6, 2008 - Block 4A
Handed out review packets. Gave students until 2 pm to work on packet either alone or with partner. I was available to answer questions.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
Wednesday, November 5, 2008 - Block 4B
Instead of review with me talking at the front, I handed out a review packet. Students could work on the packet and ask questions if they had them.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
Tuesday, November 4, 2008 - Block 4A
Reviewed for test.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Monday, November 3, 2008 - Block 4B
Handed out skills checklist. Students filled it out indicating their skill level.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
Friday, October 31, 2008
Thursday, Oct 30, 2008 - Block 4B
Handed out Math Handout on Scientific Notation
Showed students how to use the calculator with scientific notation.
Students chose their groups and worked on a poster of "The Size of Things"
I listed several objects on the board, hoping the students could convert them all into meters. Students had a great amount of difficulty with this project. I then gave them all the answers as to the orders of magnitude but the assignment must have been confusing.
There will be a test on measurement Friday of next week.
Showed students how to use the calculator with scientific notation.
Students chose their groups and worked on a poster of "The Size of Things"
I listed several objects on the board, hoping the students could convert them all into meters. Students had a great amount of difficulty with this project. I then gave them all the answers as to the orders of magnitude but the assignment must have been confusing.
There will be a test on measurement Friday of next week.
Wednesday, October 29, 2008
Wednesday, October 29, 2008 - Block 4A
Told students about graduated cylinders in trash.
Gave students time to finish density of liquids lab and work on scientific notation skills worksheet. Students were to hand in finished and checked worksheets.
I went around and noted who had finished the density of liquids lab.
At 2 pm I stopped students. First they did the metric prefixes worksheet to practice substitution of prefixes and powers of 10 and had I them work on their "Size of Things" posters. Students didn't finish.
Gave students time to finish density of liquids lab and work on scientific notation skills worksheet. Students were to hand in finished and checked worksheets.
I went around and noted who had finished the density of liquids lab.
At 2 pm I stopped students. First they did the metric prefixes worksheet to practice substitution of prefixes and powers of 10 and had I them work on their "Size of Things" posters. Students didn't finish.
Tuesday, October 28, 2008
Tuesday, October 28, 2008 - Block 4B
Handed back Quiz on Measurement and Density
Answered questions on quiz
Learned from yesterday. Went over procedure for measuring density of a liquid. Constructed data table. Told students to use the cup of water to rinse pipette and graduated cylinder after each liquid.
Asked students if there was any reason for pipettes to end up on floor or graduated cylinders to end up in trash. Didn't have the same problems as yesterday.
Had students work in pairs. I checked each liquid volume - sent most back.
Eventually students finished lab. When they finished, they worked on scientific notation worksheets.
Answered questions on quiz
Learned from yesterday. Went over procedure for measuring density of a liquid. Constructed data table. Told students to use the cup of water to rinse pipette and graduated cylinder after each liquid.
Asked students if there was any reason for pipettes to end up on floor or graduated cylinders to end up in trash. Didn't have the same problems as yesterday.
Had students work in pairs. I checked each liquid volume - sent most back.
Eventually students finished lab. When they finished, they worked on scientific notation worksheets.
Monday, Oct 27, 2008 - Block 4A
Handed back Measurement and Density Quiz
Went over any questions
Constructed using student input, procedure for finding the density of a liquid and using the procedure, constructed a data table.
Divided students by table. One person would do lab while other worked on Scientific Notation worksheets. Everything had to be checked before proceeding.
Not everyone finished lab.
Went over any questions
Constructed using student input, procedure for finding the density of a liquid and using the procedure, constructed a data table.
Divided students by table. One person would do lab while other worked on Scientific Notation worksheets. Everything had to be checked before proceeding.
Not everyone finished lab.
Friday, October 24, 2008 - Block 4B
Handed back Density of Irregular Lab sheets and Question sheets.
Went over questions.
Gave quiz on measurement and density.
Talked briefly about meter stick. Explained m, cm, mm.
Students paired off and measurement each other's height. Recorded results on board in cm, m, mm.
Went around room and quizzed results. What is the average height of a person. Does 17 m make sense? 17 cm?, 17 mm. Hopefully after this they have some idea of the height of a person.
Showed conversions from m into cm and mm.
Finished by showing Powers of 10 video.
Went over questions.
Gave quiz on measurement and density.
Talked briefly about meter stick. Explained m, cm, mm.
Students paired off and measurement each other's height. Recorded results on board in cm, m, mm.
Went around room and quizzed results. What is the average height of a person. Does 17 m make sense? 17 cm?, 17 mm. Hopefully after this they have some idea of the height of a person.
Showed conversions from m into cm and mm.
Finished by showing Powers of 10 video.
Thursday, October 23, 2008
Thursday, Oct 23, 2008 - Block 4A
Handed back Density of Irregular Lab sheets and Question sheets.
Went over questions.
Gave quiz on measurement and density.
Talked briefly about meter stick. Explained m, cm, mm.
Students paired off and measurement each other's height. Recorded results on board in cm, m, mm.
Went around room and quizzed results. What is the average height of a person. Does 17 m make sense? 17 cm?, 17 mm. Hopefully after this they have some idea of the height of a person.
Showed conversions from m into cm and mm.
Finished by showing Powers of 10 video.
Went over questions.
Gave quiz on measurement and density.
Talked briefly about meter stick. Explained m, cm, mm.
Students paired off and measurement each other's height. Recorded results on board in cm, m, mm.
Went around room and quizzed results. What is the average height of a person. Does 17 m make sense? 17 cm?, 17 mm. Hopefully after this they have some idea of the height of a person.
Showed conversions from m into cm and mm.
Finished by showing Powers of 10 video.
Wednesday, Oct 23, 2008 - Block 4B
Students took out notebooks
Density
Density is a measure of how much mass (matter) is packed into how much space.
Went over ideas of previous density lab in which students measured masses and volumes of various sizes of wood blocks and various sizes of metal blocks, plotted mass vs volume, drew best fit straight lines through the origin, and then found the slopes. The slopes gave the densities.
Today we are only measuring one of each kind of object and using density = mass/volume to find the densities. Because we don't have the checks of several pieces and averaging out uncertainties, you have to take extra care to make the measurements as precisely as possible.
Went over procedure to measure mass. For small, wet, rolly substances - always use a cup and zero out the cup.
Finding volumes - since these objects are not regular shapes, we cannot measure the length, width, and height using a ruler and then multiply them together to find the volume as we did before. Instead we have to use a displacement method. There are two displacement methods, one for small objects that will fit into a small graduated cylinder, and the second for larger objects.
Displacement Method 1 Used for small objects that fit into the 10 ml graduated cylinder.
Put about 6 ml of water into the graduated cylinder. Carefully measure and record this volume of water.
Insert object(s). The water level will rise. Carefully measure and record the height of this larger volume of water + object.
Subtract to find the volume of the object.
With the gravel, I asked students to dump out most of the water from the grad cyl and then dump the gravel into a paper towel, dab off, and then put paper towel wrapped gravel back into the cup.
Displacement Method 2 Used for larger objects that won't fit inside a small graduated cylinder.
Place beaker underneath nozzle of displacement can. Fill displacement can with water until it overflows through nozzle. When it stops dripping, remove beaker, dump out water, and replace beaker.
Carefully drop object into displacement can. Water will overflow through the nozzle into the beaker. When the water stops dripping, pour the water from the beaker into the 50 ml graduated cylinder and record the volume.
Had procedures written on board with pictures as well as on lab sheet.
Explained density circle equation and how to use it to find the unknown. Cover up the unknown and the remainder tells you the equation. Showed an example.
Handed out lab sheets. Students first worked on filling out table using the density circle equation. When students were done, I checked work. If ok, they then could start lab. If not correct, students redid it.
Students did lab. When done, I checked results. If ok, they then got question sheet and worked on questions. Handed it in when done. If the lab results were not correct, then they redid that part of the lab.
Students handed in both lab and question sheet.
For homework, student were to type up material list and procedure for how to find the density of the gravel.
Density
Density is a measure of how much mass (matter) is packed into how much space.
Went over ideas of previous density lab in which students measured masses and volumes of various sizes of wood blocks and various sizes of metal blocks, plotted mass vs volume, drew best fit straight lines through the origin, and then found the slopes. The slopes gave the densities.
Today we are only measuring one of each kind of object and using density = mass/volume to find the densities. Because we don't have the checks of several pieces and averaging out uncertainties, you have to take extra care to make the measurements as precisely as possible.
Went over procedure to measure mass. For small, wet, rolly substances - always use a cup and zero out the cup.
Finding volumes - since these objects are not regular shapes, we cannot measure the length, width, and height using a ruler and then multiply them together to find the volume as we did before. Instead we have to use a displacement method. There are two displacement methods, one for small objects that will fit into a small graduated cylinder, and the second for larger objects.
Displacement Method 1 Used for small objects that fit into the 10 ml graduated cylinder.
Put about 6 ml of water into the graduated cylinder. Carefully measure and record this volume of water.
Insert object(s). The water level will rise. Carefully measure and record the height of this larger volume of water + object.
Subtract to find the volume of the object.
With the gravel, I asked students to dump out most of the water from the grad cyl and then dump the gravel into a paper towel, dab off, and then put paper towel wrapped gravel back into the cup.
Displacement Method 2 Used for larger objects that won't fit inside a small graduated cylinder.
Place beaker underneath nozzle of displacement can. Fill displacement can with water until it overflows through nozzle. When it stops dripping, remove beaker, dump out water, and replace beaker.
Carefully drop object into displacement can. Water will overflow through the nozzle into the beaker. When the water stops dripping, pour the water from the beaker into the 50 ml graduated cylinder and record the volume.
Had procedures written on board with pictures as well as on lab sheet.
Explained density circle equation and how to use it to find the unknown. Cover up the unknown and the remainder tells you the equation. Showed an example.
Handed out lab sheets. Students first worked on filling out table using the density circle equation. When students were done, I checked work. If ok, they then could start lab. If not correct, students redid it.
Students did lab. When done, I checked results. If ok, they then got question sheet and worked on questions. Handed it in when done. If the lab results were not correct, then they redid that part of the lab.
Students handed in both lab and question sheet.
For homework, student were to type up material list and procedure for how to find the density of the gravel.
Tuesday, Oct 21, 2008 - Block 4A
Students took out notebooks
Density
Density is a measure of how much mass (matter) is packed into how much space.
Went over ideas of previous density lab in which students measured masses and volumes of various sizes of wood blocks and various sizes of metal blocks, plotted mass vs volume, drew best fit straight lines through the origin, and then found the slopes. The slopes gave the densities.
Today we are only measuring one of each kind of object and using density = mass/volume to find the densities. Because we don't have the checks of several pieces and averaging out uncertainties, you have to take extra care to make the measurements as precisely as possible.
Went over procedure to measure mass. For small, wet, rolly substances - always use a cup and zero out the cup.
Finding volumes - since these objects are not regular shapes, we cannot measure the length, width, and height using a ruler and then multiply them together to find the volume as we did before. Instead we have to use a displacement method. There are two displacement methods, one for small objects that will fit into a small graduated cylinder, and the second for larger objects.
Displacement Method 1 Used for small objects that fit into the 10 ml graduated cylinder.
Put about 6 ml of water into the graduated cylinder. Carefully measure and record this volume of water.
Insert object(s). The water level will rise. Carefully measure and record the height of this larger volume of water + object.
Subtract to find the volume of the object.
With the gravel, I asked students to dump out most of the water from the grad cyl and then dump the gravel into a paper towel, dab off, and then put paper towel wrapped gravel back into the cup.
Displacement Method 2 Used for larger objects that won't fit inside a small graduated cylinder.
Place beaker underneath nozzle of displacement can. Fill displacement can with water until it overflows through nozzle. When it stops dripping, remove beaker, dump out water, and replace beaker.
Carefully drop object into displacement can. Water will overflow through the nozzle into the beaker. When the water stops dripping, pour the water from the beaker into the 50 ml graduated cylinder and record the volume.
Had procedures written on board with pictures as well as on lab sheet.
Explained density circle equation and how to use it to find the unknown. Cover up the unknown and the remainder tells you the equation. Showed an example.
Handed out lab sheets. Students first worked on filling out table using the density circle equation. When students were done, I checked work. If ok, they then could start lab. If not correct, students redid it.
Students did lab. When done, I checked results. If ok, they then got question sheet and worked on questions. Handed it in when done. If the lab results were not correct, then they redid that part of the lab.
Students handed in both lab and question sheet.
For homework, student were to type up material list and procedure for how to find the density of the gravel.
Density
Density is a measure of how much mass (matter) is packed into how much space.
Went over ideas of previous density lab in which students measured masses and volumes of various sizes of wood blocks and various sizes of metal blocks, plotted mass vs volume, drew best fit straight lines through the origin, and then found the slopes. The slopes gave the densities.
Today we are only measuring one of each kind of object and using density = mass/volume to find the densities. Because we don't have the checks of several pieces and averaging out uncertainties, you have to take extra care to make the measurements as precisely as possible.
Went over procedure to measure mass. For small, wet, rolly substances - always use a cup and zero out the cup.
Finding volumes - since these objects are not regular shapes, we cannot measure the length, width, and height using a ruler and then multiply them together to find the volume as we did before. Instead we have to use a displacement method. There are two displacement methods, one for small objects that will fit into a small graduated cylinder, and the second for larger objects.
Displacement Method 1 Used for small objects that fit into the 10 ml graduated cylinder.
Put about 6 ml of water into the graduated cylinder. Carefully measure and record this volume of water.
Insert object(s). The water level will rise. Carefully measure and record the height of this larger volume of water + object.
Subtract to find the volume of the object.
With the gravel, I asked students to dump out most of the water from the grad cyl and then dump the gravel into a paper towel, dab off, and then put paper towel wrapped gravel back into the cup.
Displacement Method 2 Used for larger objects that won't fit inside a small graduated cylinder.
Place beaker underneath nozzle of displacement can. Fill displacement can with water until it overflows through nozzle. When it stops dripping, remove beaker, dump out water, and replace beaker.
Carefully drop object into displacement can. Water will overflow through the nozzle into the beaker. When the water stops dripping, pour the water from the beaker into the 50 ml graduated cylinder and record the volume.
Had procedures written on board with pictures as well as on lab sheet.
Explained density circle equation and how to use it to find the unknown. Cover up the unknown and the remainder tells you the equation. Showed an example.
Handed out lab sheets. Students first worked on filling out table using the density circle equation. When students were done, I checked work. If ok, they then could start lab. If not correct, students redid it.
Students did lab. When done, I checked results. If ok, they then got question sheet and worked on questions. Handed it in when done. If the lab results were not correct, then they redid that part of the lab.
Students handed in both lab and question sheet.
For homework, student were to type up material list and procedure for how to find the density of the gravel.
Monday, October 20, 2008
Monday, October 20, 2008 - Block 4B
Redo of last Tuesday's class.
Students took out notebooks
Date 10/20/08
Measuring Liguid Volumes
Went over Content Objectives:
Students will be able to:
a. Correctly identify a graduated cylinder, beaker, pipette
b. Observe a meniscus and correctly measure volumes at the base of the meniscus
c. Make accurate measurements of the volume of liquids in ml using a graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings, and they are cylindrical in shape. A beaker does not have fine enough markings and will not give as accurate value for the volume.
Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Drew lots of pictures, eyeball on, bottom of meniscus.
Drew portions of three different graduated cylinders on board, one with markings very 0.1 ml, another with markings every 0.2 ml, and the last with markings every 1 ml. Drew the meniscus and had students figure out what reading it would be.
Explained the plan of the day.
First activity - worksheet on reading graduated cylinders. I made up a new one for this class. Students worked on it and when they finished, had it checked. If any were wrong in a column, I had them check that column (on later tries I may have told them which one to check). After they had them all correct and signed off, they went to next activity.
Activity 2: I set up three different graduated cylinders and put different amounts of water in them. Students had to read the volumes, write them on the back of their worksheet, and get them checked. If they were incorrect, they had to do them over.
Activity 3: Rainbow lab with new lab sheet.
Wrote all activities on board:
1. Complete worksheet and get it checked and signed
2. Read and record measurements of the three liquids: red, yellow, blue. Get measurements checked.
3. Do measuring lab (rainbow lab). Get checked off when done.
r. Measure and record volume and color in each test tube. Provided a few 25 ml graduated cylinders to make things easier otherwise they had to use their 10 ml grad cyl.
5. After measuring, dump liquids down the sink.
6. Rinse out test tubes and pipette
7. Return box with: test tube rack, 6 test tubes, pipette, 10 ml grad cyl, cup
Explained the activities of the day.
Several students did not get the desired results so I had them redo the lab if there was time.
Class went well. Several students finished early.
Students took out notebooks
Date 10/20/08
Measuring Liguid Volumes
Went over Content Objectives:
Students will be able to:
a. Correctly identify a graduated cylinder, beaker, pipette
b. Observe a meniscus and correctly measure volumes at the base of the meniscus
c. Make accurate measurements of the volume of liquids in ml using a graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings, and they are cylindrical in shape. A beaker does not have fine enough markings and will not give as accurate value for the volume.
Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Drew lots of pictures, eyeball on, bottom of meniscus.
Drew portions of three different graduated cylinders on board, one with markings very 0.1 ml, another with markings every 0.2 ml, and the last with markings every 1 ml. Drew the meniscus and had students figure out what reading it would be.
Explained the plan of the day.
First activity - worksheet on reading graduated cylinders. I made up a new one for this class. Students worked on it and when they finished, had it checked. If any were wrong in a column, I had them check that column (on later tries I may have told them which one to check). After they had them all correct and signed off, they went to next activity.
Activity 2: I set up three different graduated cylinders and put different amounts of water in them. Students had to read the volumes, write them on the back of their worksheet, and get them checked. If they were incorrect, they had to do them over.
Activity 3: Rainbow lab with new lab sheet.
Wrote all activities on board:
1. Complete worksheet and get it checked and signed
2. Read and record measurements of the three liquids: red, yellow, blue. Get measurements checked.
3. Do measuring lab (rainbow lab). Get checked off when done.
r. Measure and record volume and color in each test tube. Provided a few 25 ml graduated cylinders to make things easier otherwise they had to use their 10 ml grad cyl.
5. After measuring, dump liquids down the sink.
6. Rinse out test tubes and pipette
7. Return box with: test tube rack, 6 test tubes, pipette, 10 ml grad cyl, cup
Explained the activities of the day.
Several students did not get the desired results so I had them redo the lab if there was time.
Class went well. Several students finished early.
Wednesday, October 15, 2008
Wednesday, Oct 15, 2008 - Block 4A
Students took out notebooks
Date 10/15/08
Measuring Liguid Volumes
Went over Content Objectives:
Students will be able to:
a. Correctly identify a graduated cylinder, beaker, pipette
b. Observe a meniscus and correctly measure volumes at the base of the meniscus
c. Make accurate measurements of the volume of liquids in ml using a graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings, and they are cylindrical in shape. A beaker does not have fine enough markings and will not give as accurate value for the volume.
Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Drew lots of pictures, eyeball on, bottom of meniscus.
Drew portions of three different graduated cylinders on board, one with markings very 0.1 ml, another with markings every 0.2 ml, and the last with markings every 1 ml. Drew the meniscus and had students figure out what reading it would be.
Explained the plan of the day.
First activity - worksheet on reading graduated cylinders. Students worked on it and when they finished, had it checked. If any were wrong in a column, I had them check that column (on later tries I may have told them which one to check). After they had them all correct and signed off, they went to next activity.
Activity 2: I set up three different graduated cylinders and put different colored liquids in them. Students had to read the volumes, write them on the back of their worksheet, and get them checked. If they were incorrect, they had to do them over.
Activity 3: Rainbow lab with new lab sheet.
Wrote all activities on board:
1. Complete worksheet and get it checked and signed
2. Read and record measurements of the three liquids: red, yellow, blue. Get measurements checked.
3. Do measuring lab (rainbow lab). Get checked off when done.
r. Measure and record volume and color in each test tube. Provided a few 25 ml graduated cylinders to make things easier otherwise they had to use their 10 ml grad cyl.
5. After measuring, dump liquids down the sink.
6. Rinse out test tubes and pipette
7. Return box with: test tube rack, 6 test tubes, pipette, 10 ml grad cyl, cup
Explained the activities of the day.
Class went well. Several students finished early. Nice way to end week.
Date 10/15/08
Measuring Liguid Volumes
Went over Content Objectives:
Students will be able to:
a. Correctly identify a graduated cylinder, beaker, pipette
b. Observe a meniscus and correctly measure volumes at the base of the meniscus
c. Make accurate measurements of the volume of liquids in ml using a graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings, and they are cylindrical in shape. A beaker does not have fine enough markings and will not give as accurate value for the volume.
Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Drew lots of pictures, eyeball on, bottom of meniscus.
Drew portions of three different graduated cylinders on board, one with markings very 0.1 ml, another with markings every 0.2 ml, and the last with markings every 1 ml. Drew the meniscus and had students figure out what reading it would be.
Explained the plan of the day.
First activity - worksheet on reading graduated cylinders. Students worked on it and when they finished, had it checked. If any were wrong in a column, I had them check that column (on later tries I may have told them which one to check). After they had them all correct and signed off, they went to next activity.
Activity 2: I set up three different graduated cylinders and put different colored liquids in them. Students had to read the volumes, write them on the back of their worksheet, and get them checked. If they were incorrect, they had to do them over.
Activity 3: Rainbow lab with new lab sheet.
Wrote all activities on board:
1. Complete worksheet and get it checked and signed
2. Read and record measurements of the three liquids: red, yellow, blue. Get measurements checked.
3. Do measuring lab (rainbow lab). Get checked off when done.
r. Measure and record volume and color in each test tube. Provided a few 25 ml graduated cylinders to make things easier otherwise they had to use their 10 ml grad cyl.
5. After measuring, dump liquids down the sink.
6. Rinse out test tubes and pipette
7. Return box with: test tube rack, 6 test tubes, pipette, 10 ml grad cyl, cup
Explained the activities of the day.
Class went well. Several students finished early. Nice way to end week.
Tuesday, Oct 14, 2008 - Block 4B
Went over density graphs.
We use line graphs in science to find relationships between variables. In the round object lab, the slope gave the value of pi. In this lab, the slope gives the density. Density of water = 1 g/cc. Objects with a density greater than 1 will sink, and those with a density less than 1 will float.
The weight itself is not the deciding factor, it is the ratio of the mass to volume. A large object will have greater mass, and a smaller object will have less mass but the ratio, mass to volume is the same for the same substance.
Did Sink or Swim. The heavy bowling ball floated and the small piece of ironwood sank.
Students calculated their volume using their weight and a density of 1 g/cc. Related the volume to 2 liter bottles of soda and to the liter beaker and graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings. Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Gave students exercise sheet on reading volumes for various graduated cylinders. Went over the sheet in class.
Handed out rainbow lab. Gave students last half hour of class to work on it but many ran out of time. May need to redo it on Monday.
We use line graphs in science to find relationships between variables. In the round object lab, the slope gave the value of pi. In this lab, the slope gives the density. Density of water = 1 g/cc. Objects with a density greater than 1 will sink, and those with a density less than 1 will float.
The weight itself is not the deciding factor, it is the ratio of the mass to volume. A large object will have greater mass, and a smaller object will have less mass but the ratio, mass to volume is the same for the same substance.
Did Sink or Swim. The heavy bowling ball floated and the small piece of ironwood sank.
Students calculated their volume using their weight and a density of 1 g/cc. Related the volume to 2 liter bottles of soda and to the liter beaker and graduated cylinder.
We use graduated cylinders to accurately measure volumes of liquids. They are called graduated because of all the grades or markings. Graduated cylinders read in milliliters. 1 milliliter = 1/1000 liter = 1 cc
If you pour liquid in the graduated cylinder, it often does not lie flat, there is often a dip called the meniscus. This is caused because the water is more attracted to the glass than itself. To accurately read the volume, you need to look straight on and read at the bottom of the meniscus.
Gave students exercise sheet on reading volumes for various graduated cylinders. Went over the sheet in class.
Handed out rainbow lab. Gave students last half hour of class to work on it but many ran out of time. May need to redo it on Monday.
Monday, Oct 13, 2008 - Block 4A
Went over graphs from density labs.
Students drew in a slope of 1 g/cc for the density of water. More dense, and the objects sink, less dense and they float.
Showed sink or swim...students lost interest quickly.
Handed out skills sheets. Asked students to rank themselves from 1 (poor) - 5 (expert) on the various skills.
Gave out math skills sheets 1 and 2. These were timed. Collected sheets.
Students drew in a slope of 1 g/cc for the density of water. More dense, and the objects sink, less dense and they float.
Showed sink or swim...students lost interest quickly.
Handed out skills sheets. Asked students to rank themselves from 1 (poor) - 5 (expert) on the various skills.
Gave out math skills sheets 1 and 2. These were timed. Collected sheets.
Thursday, October 9, 2008
Thursday, Oct 9, 2008 - Block 4B
Wrote on board for students to sit next to someone who would help them do a lab a do it well.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Wednesday, October 8, 2008
Wednesday, October 8, 2008 - Block 4A
Wrote on board for students to sit next to someone who would help them do a lab a do it well.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Tuesday, October 7, 2008
Tuesday, Oct 8, 2008 - Block 4B
Very few students completed the graphing assignment and no one completed it correctly. Students need to demonstrate mastery in this skill so I gave them the period to complete the assignment. I checked each person's graph and made them fix or redo any problems. Several students had problems making the measurements, finding the average, and plotting the graph so the extra time, and the requirement to get it right, was probably for the best.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Monday, October 6, 2008
Monday, Oct 6, 2008 - Block 4A
Only one student completed the graphing assignment for homework. I was not pleased. Students need to demonstrate mastery in this skill so I gave them the period to complete the assignment. I checked each person's graph and made them fix or redo any problems. Several students had problems making the measurements, finding the average, and plotting the graph so the extra time, and the requirement to get it right, was probably for the best.
Students also had time to finish the reading assignment due last time which very few students had handed in.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Students also had time to finish the reading assignment due last time which very few students had handed in.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Friday, October 3, 2008
Friday, Oct 3, 2008 - Block 4B
Read students the riot act - stolen magnets, smashed calculators, class disruptions.
Reviewed unacceptable behavior.
Explained how to make measurements of length. Make the measurements to the nearest 0.1 cm.
Measurement exercise. Went around room checking papers. Students redid the measurements until they got them correct. If they got them correct, I gave them a sheet on optical illusions and measurements to work on until everyone was done.
Introduced graphs
The only good graphs in this class are line graphs.
Went over graph checklist sheet.
Explained Measurement of Round Object Lab
Students did lab working in groups of 3.
If they did not finish, they are to finish the lab for homework due on Tuesday.
Reviewed unacceptable behavior.
Explained how to make measurements of length. Make the measurements to the nearest 0.1 cm.
Measurement exercise. Went around room checking papers. Students redid the measurements until they got them correct. If they got them correct, I gave them a sheet on optical illusions and measurements to work on until everyone was done.
Introduced graphs
The only good graphs in this class are line graphs.
Went over graph checklist sheet.
Explained Measurement of Round Object Lab
Students did lab working in groups of 3.
If they did not finish, they are to finish the lab for homework due on Tuesday.
Wednesday, October 1, 2008
Thursday, Oct 2, 2008 - Block 4A
Check to see if they tested the cell phone camera and remote. What did parents think? What kind of electromagnetic radiation is it?
Hand out worksheet for Everyday Science Explained page 6
Hand out books
Students work on questions 1,8,9,10
Gave students 15 minutes to work on these questions and assigned the rest of the worksheet for homework.
Making measurements of length.
Measure to smallest scale division or even to 1/2 of smallest scale division. If you are using a ruler with divisions in millimeters, you should be able to make your measurement either 0.1 cm or 0.05 cm.
Always look straight down. If you look to the side your measurement will not be correct.
Rules for Rulers - don't abuse
Measurement - Meter Stick Practice Worksheet.
Graphs - ways to display data and find relationships between data. In this class we will only use line graphs. Used heavy hitter hammer to beat in this idea - ONLY line graphs.
Handed out graph checklist - went over it.
Explained Measurement of Round Objects Lab
Handed out data table.
Students worked in groups of 3.
All students should have finished making and swapping measurements. If they didn't finish the graph, they were asked to finish it for homework. I made a point of asking if they had that assignment in their planners.
Hand out worksheet for Everyday Science Explained page 6
Hand out books
Students work on questions 1,8,9,10
Gave students 15 minutes to work on these questions and assigned the rest of the worksheet for homework.
Making measurements of length.
Measure to smallest scale division or even to 1/2 of smallest scale division. If you are using a ruler with divisions in millimeters, you should be able to make your measurement either 0.1 cm or 0.05 cm.
Always look straight down. If you look to the side your measurement will not be correct.
Rules for Rulers - don't abuse
Measurement - Meter Stick Practice Worksheet.
Graphs - ways to display data and find relationships between data. In this class we will only use line graphs. Used heavy hitter hammer to beat in this idea - ONLY line graphs.
Handed out graph checklist - went over it.
Explained Measurement of Round Objects Lab
Handed out data table.
Students worked in groups of 3.
All students should have finished making and swapping measurements. If they didn't finish the graph, they were asked to finish it for homework. I made a point of asking if they had that assignment in their planners.
Wednesday, Oct 1, 2008 - Block 4B
Go over Astro test
Hand out worksheet for page 6 in Everyday Science Explained.
Go over worksheet - pronounce new words.
Give students time to read page 6.
Allow them to work in pairs on the worksheet.
Go over worksheet
Electromagnetic spectrum. Demo with slinky.
Next unit is on Measuring
Show power point on Measuring
Need students to fill in with video demos and explanations
Do demo with cold, room temp, hot water.
Hand out worksheet for page 6 in Everyday Science Explained.
Go over worksheet - pronounce new words.
Give students time to read page 6.
Allow them to work in pairs on the worksheet.
Go over worksheet
Electromagnetic spectrum. Demo with slinky.
Next unit is on Measuring
Show power point on Measuring
Need students to fill in with video demos and explanations
Do demo with cold, room temp, hot water.
Tuesday, September 30, 2008
Wednesday, Sept 30, 2008 - Block 4A
Handed back Astro test and went over any questions.
Showed picture of man, asked students to describe what is happening? Is there a lot of activity or not much? What science do you see?
Handed out Everyday Science Explained books - students read blurb.
Discussed vocabulary: indolent, leisure, becalmed, seething
Discussed the science: light from Sun - nuclear fusion, speeds in space, sound waves, electromagnetic spectrum. Demoed how cell phone cameras can pick up IR from TV remote.
Purple tie day for electromagnetic spectrum.
Showed power point on measuring.
Demo with hands in cold, room temp, hot water. People are poor measuring devices.
Showed picture of man, asked students to describe what is happening? Is there a lot of activity or not much? What science do you see?
Handed out Everyday Science Explained books - students read blurb.
Discussed vocabulary: indolent, leisure, becalmed, seething
Discussed the science: light from Sun - nuclear fusion, speeds in space, sound waves, electromagnetic spectrum. Demoed how cell phone cameras can pick up IR from TV remote.
Purple tie day for electromagnetic spectrum.
Showed power point on measuring.
Demo with hands in cold, room temp, hot water. People are poor measuring devices.
Monday, September 29, 2008
Monday, Sept 29, 2008 - Block 4B
Astrogeniosity test
Watched first part of Physics Extravaganza video. Stopped after balancing cup.
Watched first part of Physics Extravaganza video. Stopped after balancing cup.
Friday, September 26, 2008
Friday, Sept 26, 2008 - Block 4A
Astrogeniosity test
Watched first part of Physics Extravaganza video. Stopped after balancing cup.
Watched first part of Physics Extravaganza video. Stopped after balancing cup.
Thursday, Sept 25, 2008 - Block 4B
Reviewed phases of moon
Showed how you can use the orientation of the crescent moon to determine the time of day.
Showed comics of "bad moons"
Quiz 4 on phases of moon. Students worked in pairs. Did not collect.
Jeopardy Review for test on Monday.
Showed how you can use the orientation of the crescent moon to determine the time of day.
Showed comics of "bad moons"
Quiz 4 on phases of moon. Students worked in pairs. Did not collect.
Jeopardy Review for test on Monday.
Wednesday, Sept 24, 2008 - Block 4A
Reviewed phases of moon
Showed how you can use the orientation of the crescent moon to determine the time of day.
Showed comics of "bad moons"
Quiz 4 on phases of moon. Students worked in pairs. Did not collect.
Jeopardy Review for test on Friday.
Showed how you can use the orientation of the crescent moon to determine the time of day.
Showed comics of "bad moons"
Quiz 4 on phases of moon. Students worked in pairs. Did not collect.
Jeopardy Review for test on Friday.
Tuesday, September 23, 2008
Tuesday, Sept 23, 2008 - Block 4B
Gave time to review eclipse info and vocab on circles. Quiz on vocab.
Went over phases of moon showing pictures and describing the various phases.
It takes about 3.5 days to go from one phase to the next so you can only see one phase of the moon in one night.
Went out into the courtyard to to phases of the moon lab.
Extra info: Horns of crescent moon always point away from the Sun.
A line joining the horns of a crescent moon points south.
Moon poem: If right is bright, then wax to max.
Test on Friday.
Went over phases of moon showing pictures and describing the various phases.
It takes about 3.5 days to go from one phase to the next so you can only see one phase of the moon in one night.
Went out into the courtyard to to phases of the moon lab.
Extra info: Horns of crescent moon always point away from the Sun.
A line joining the horns of a crescent moon points south.
Moon poem: If right is bright, then wax to max.
Test on Friday.
Monday, Sept 22, 2008 - Block 4A
Paige and Shanny conducted the class with the help of Elyse.
Gave time to review eclipse info and vocab on circles. Quiz on vocab.
Went over phases of moon showing pictures and describing the various phases.
It takes about 3.5 days to go from one phase to the next so you can only see one phase of the moon in one night.
Went out into the courtyard to to phases of the moon lab.
Test on Friday.
Gave time to review eclipse info and vocab on circles. Quiz on vocab.
Went over phases of moon showing pictures and describing the various phases.
It takes about 3.5 days to go from one phase to the next so you can only see one phase of the moon in one night.
Went out into the courtyard to to phases of the moon lab.
Test on Friday.
Friday, September 19, 2008
Friday, Sept 19, 2008 - Block 4B
Let students choose their own seats. Didn't work out well.
Collected Sun Labs (not many people handed it in)
Went over method of similar triangles. Showed how you could use it to find the height of a tree from the length of its shadow.
Students divided themselves into groups of 3 and made pictures of Sun, Moon, Earth.
One group demonstrated positions of Sun, Moon, and Earth for solar and lunar eclipses.
Went outside and students demonstrated solar and lunar eclipses as well as reviewing right hand rule for Earth going around the Sun, Moon going around the Earth, and Earth rotating about its axis.
Showed short video on lunar and solar eclipses.
Demonstrated with hula hoop showing inclination of Moon's orbit why you get two eclipse seasons each year.
Reviewed vocabulary. Next time quiz on diameter, radius, circumference, solar and lunar eclipses.
Collected Sun Labs (not many people handed it in)
Went over method of similar triangles. Showed how you could use it to find the height of a tree from the length of its shadow.
Students divided themselves into groups of 3 and made pictures of Sun, Moon, Earth.
One group demonstrated positions of Sun, Moon, and Earth for solar and lunar eclipses.
Went outside and students demonstrated solar and lunar eclipses as well as reviewing right hand rule for Earth going around the Sun, Moon going around the Earth, and Earth rotating about its axis.
Showed short video on lunar and solar eclipses.
Demonstrated with hula hoop showing inclination of Moon's orbit why you get two eclipse seasons each year.
Reviewed vocabulary. Next time quiz on diameter, radius, circumference, solar and lunar eclipses.
Wednesday, September 17, 2008
Thursday, Sept 18, 2008 - Block 4A
Collected Sun Labs (not many people handed it in)
Went over method of similar triangles. Showed how you could use it to find the height of a tree from the length of its shadow.
Students divided themselves into groups of 3 and made pictures of Sun, Moon, Earth.
One group demonstrated positions of Sun, Moon, and Earth for solar and lunar eclipses.
Went outside and students demonstrated solar and lunar eclipses.
Showed short video on lunar and solar eclipses.
Demonstrated with hula hoop showing inclination of Moon's orbit why you get two eclipse seasons each year.
Reviewed vocabulary. Next time quiz on diameter, radius, circumference, solar and lunar eclipses.
Went over method of similar triangles. Showed how you could use it to find the height of a tree from the length of its shadow.
Students divided themselves into groups of 3 and made pictures of Sun, Moon, Earth.
One group demonstrated positions of Sun, Moon, and Earth for solar and lunar eclipses.
Went outside and students demonstrated solar and lunar eclipses.
Showed short video on lunar and solar eclipses.
Demonstrated with hula hoop showing inclination of Moon's orbit why you get two eclipse seasons each year.
Reviewed vocabulary. Next time quiz on diameter, radius, circumference, solar and lunar eclipses.
Wednesday, Sept 17, 2008 - Block 4B
n groups of 4, introduce and say something nice to each other
Give students 5 minutes to discuss planets
Quiz on planets.
Hand out popsicle sticks. Students measure length and width of table top in number of popsicle sticks. You make measurements in units, not always inches or feet. To make the measurement meaningful, you need to clearly state the units.
Hand out graph paper. Students draw similar triangles and make measurements.
Big height/Big base = Little height/Little base
Cut out little triangle and fold it over to big triangle. Note the two triangles have the same shape.
Vocabulary: triangle - 3-sided closed shape
Similar triangles - two triangles that have the same shape, same angles
Circle - round closed shape in which all the points are the same distance from a central point.
Radius - distance from center of circle to circle
Diameter - distance across the circle through the middle
Show diagram of set-up for lab
Just as we measured the length of the table in number of popsicle sticks, we are measuring the distance from the Earth to the Sun in number of Sun diameters.
Lab write-up format
Date: Name:
Block: Partners:
Lab: Sun Lab
Hypothesis: The number of Sun's that could cover the distance from the Earth to the Sun is _____________
Data Table:
Calculation Section:
Conclusion: The measured number of Sun's that cover the distance from the Earth to the Sun is _______________. In the hypothesis I guess that the number would be __________. My hypothesis was (high, low, correct).
The actual number of Sun's that cover the distance from the Earth to the Sun is _________
Go outside and do the lab.
Write-up due on Friday.
Give students 5 minutes to discuss planets
Quiz on planets.
Hand out popsicle sticks. Students measure length and width of table top in number of popsicle sticks. You make measurements in units, not always inches or feet. To make the measurement meaningful, you need to clearly state the units.
Hand out graph paper. Students draw similar triangles and make measurements.
Big height/Big base = Little height/Little base
Cut out little triangle and fold it over to big triangle. Note the two triangles have the same shape.
Vocabulary: triangle - 3-sided closed shape
Similar triangles - two triangles that have the same shape, same angles
Circle - round closed shape in which all the points are the same distance from a central point.
Radius - distance from center of circle to circle
Diameter - distance across the circle through the middle
Show diagram of set-up for lab
Just as we measured the length of the table in number of popsicle sticks, we are measuring the distance from the Earth to the Sun in number of Sun diameters.
Lab write-up format
Date: Name:
Block: Partners:
Lab: Sun Lab
Hypothesis: The number of Sun's that could cover the distance from the Earth to the Sun is _____________
Data Table:
Calculation Section:
Conclusion: The measured number of Sun's that cover the distance from the Earth to the Sun is _______________. In the hypothesis I guess that the number would be __________. My hypothesis was (high, low, correct).
The actual number of Sun's that cover the distance from the Earth to the Sun is _________
Go outside and do the lab.
Write-up due on Friday.
Tuesday, September 16, 2008
Tuesday, Sept 16, 2008 - Block 4A
In groups of 4, introduce and say something nice to each other
Give students 5 minutes to discuss planets
Quiz on planets.
Hand out popsicle sticks. Students measure length and width of table top in number of popsicle sticks. You make measurements in units, not always inches or feet. To make the measurement meaningful, you need to clearly state the units.
Hand out graph paper. Students draw similar triangles and make measurements.
Big height/Big base = Little height/Little base
Cut out little triangle and fold it over to big triangle. Note the two triangles have the same shape.
Vocabulary: triangle - 3-sided closed shape
Similar triangles - two triangles that have the same shape, same angles
Circle - round closed shape in which all the points are the same distance from a central point.
Radius - distance from center of circle to circle
Diameter - distance across the circle through the middle
Show diagram of set-up for lab
Just as we measured the length of the table in number of popsicle sticks, we are measuring the distance from the Earth to the Sun in number of Sun diameters.
Lab write-up format
Date: Name:
Block: Partners:
Lab: Sun Lab
Hypothesis: The number of Sun's that could cover the distance from the Earth to the Sun is _____________
Data Table:
Calculation Section:
Conclusion: The measured number of Sun's that cover the distance from the Earth to the Sun is _______________. In the hypothesis I guess that the number would be __________. My hypothesis was (high, low, correct).
The actual number of Sun's that cover the distance from the Earth to the Sun is _________
Go outside and do the lab.
Write-up due on Thursday.
Give students 5 minutes to discuss planets
Quiz on planets.
Hand out popsicle sticks. Students measure length and width of table top in number of popsicle sticks. You make measurements in units, not always inches or feet. To make the measurement meaningful, you need to clearly state the units.
Hand out graph paper. Students draw similar triangles and make measurements.
Big height/Big base = Little height/Little base
Cut out little triangle and fold it over to big triangle. Note the two triangles have the same shape.
Vocabulary: triangle - 3-sided closed shape
Similar triangles - two triangles that have the same shape, same angles
Circle - round closed shape in which all the points are the same distance from a central point.
Radius - distance from center of circle to circle
Diameter - distance across the circle through the middle
Show diagram of set-up for lab
Just as we measured the length of the table in number of popsicle sticks, we are measuring the distance from the Earth to the Sun in number of Sun diameters.
Lab write-up format
Date: Name:
Block: Partners:
Lab: Sun Lab
Hypothesis: The number of Sun's that could cover the distance from the Earth to the Sun is _____________
Data Table:
Calculation Section:
Conclusion: The measured number of Sun's that cover the distance from the Earth to the Sun is _______________. In the hypothesis I guess that the number would be __________. My hypothesis was (high, low, correct).
The actual number of Sun's that cover the distance from the Earth to the Sun is _________
Go outside and do the lab.
Write-up due on Thursday.
Monday, September 15, 2008
Monday, Sept 15, 2008 - Block 4B
Asked what they told their parents about the last class since that was a language objective. Those that said nothing acted out the "Thumbs Up for Santa" poem.
Quiz on vocabulary plus Santa poem.
Planets - move in a plane (on a surface)
Asked for order of planets from Sun and drew on board. Showed "My Very Energetic Mother Just Served Us Nine Pizzas)
Slide show - student wrote down interesting factoid about each planet.
Demo of rainbow outside with hose.
Quiz next time on planets.
Quiz on vocabulary plus Santa poem.
Planets - move in a plane (on a surface)
Asked for order of planets from Sun and drew on board. Showed "My Very Energetic Mother Just Served Us Nine Pizzas)
Slide show - student wrote down interesting factoid about each planet.
Demo of rainbow outside with hose.
Quiz next time on planets.
Friday, September 12, 2008
Friday, Sept 12, 2008 - Block 4A
Asked what they told their parents about the last class since that was a language objective. Those that said nothing acted out the "Thumbs Up for Santa" poem.
Discussed right hand rule examples:
Need right hand rule because clockwise and counterclockwise are confusing - people sitting on stool rotating right foot clockwise while drawing figure 6's with right index finger.
When to look for shooting stars (better in early morning before the Sun rises)
We move faster at night (used example of escalator going up and walking either up or down)
Used escalator example to explain why a boomerang returns.
Quiz on vocabulary.
Planets - move in a plane (on a surface)
Asked for order of planets from Sun and drew on board. Showed "My Very Energetic Mother Just Served Us Nine Pizzas)
Slide show - student wrote down interesting factoid about each planet.
Demo of rainbow outside with hose.
Quiz next time on planets.
Discussed right hand rule examples:
Need right hand rule because clockwise and counterclockwise are confusing - people sitting on stool rotating right foot clockwise while drawing figure 6's with right index finger.
When to look for shooting stars (better in early morning before the Sun rises)
We move faster at night (used example of escalator going up and walking either up or down)
Used escalator example to explain why a boomerang returns.
Quiz on vocabulary.
Planets - move in a plane (on a surface)
Asked for order of planets from Sun and drew on board. Showed "My Very Energetic Mother Just Served Us Nine Pizzas)
Slide show - student wrote down interesting factoid about each planet.
Demo of rainbow outside with hose.
Quiz next time on planets.
Thursday, September 11, 2008
Thursday, Sept 11, 2008 - Block 4B
Asked students what their parents thought about the "What do you think?" worksheet.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest. Handed them in.
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Tell family and friends the ideas learned in class using correct vocabulary.
Went over vocabulary: year, month, day, orbit, rotate
Introduced clockwise and counterclockwise. Did demo of drawing 6's while rotating foot.
Described how Earth rotates and how Earth goes around Sun.
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Used the right hand rule to explain that you are more likely to see shooting stars in early morning before sunrise than in evening after sunset.
Used the ideas to show that you move faster in night than in day and how this same principle can be used to explain why a boomerang turns and comes back.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest. Handed them in.
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Tell family and friends the ideas learned in class using correct vocabulary.
Went over vocabulary: year, month, day, orbit, rotate
Introduced clockwise and counterclockwise. Did demo of drawing 6's while rotating foot.
Described how Earth rotates and how Earth goes around Sun.
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Used the right hand rule to explain that you are more likely to see shooting stars in early morning before sunrise than in evening after sunset.
Used the ideas to show that you move faster in night than in day and how this same principle can be used to explain why a boomerang turns and comes back.
Wednesday, September 10, 2008
Wednesday, Sept 10, 2008 - Block 4A
Quiz on course expectations.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Give the planets in correct order from the Sun
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Went over vocabulary: year, month, day, season, orbit, rotate
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Introduce Astrogeniosity Unit
Students did Astrogeniosity pretest
Went over Content Objectives
Students will be able to:
Describe by acting out, the motions of the Moon and Earth
Give the planets in correct order from the Sun
Demonstrate the Right Hand Rule
Went over Language Objectives
Language Objectives are important because the more you talk about the subject, the better you understand it. The jokes you remember are not the jokes you hear but the jokes you tell. Moon joke.
Language Objectives:
Draw Pictures Showing Key Vocabulary Words
Went over vocabulary: year, month, day, season, orbit, rotate
Went over right hand rule and gave poem.
Students paired up and acted out poem.
Tuesday, September 9, 2008
Tuesday, Sept 9, 2008 - Block 4B
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Quiz on Course Expectations.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Collected Parent Notice form and Course Expectation Form.
Quiz on Course Expectations.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Monday, September 8, 2008
Monday, Sept 8, 2008 - Block 4A
Hannah Kern is academic tutor
Elyse Fleck is peer tutor.
I'm very pleased and lucky to have them.
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Quiz next time on Course Expectation Sheet.
Elyse Fleck is peer tutor.
I'm very pleased and lucky to have them.
New seating chart for today.
Collected Parent Notice form and Course Expectation Form.
Brainstorm - Why are listening skills important?
Handed out paper. Students folded it into thirds (hopefully widthwise), wrote name at top left, titled paper "Listening", labeled columns "Looks", "Sounds", "Feels"
Students worked by themselves in writing in columns what good listening looks like to outside observer, what good listening sounds like, and how it makes you feel when you are talking and someone is being a good listener.
Students followed class EBS, introduced themselves to partner, and said something nice.
Students then compared papers.
Went around room and filled in observations.
Put up overhead with listening slogans - students wrote slogans in their books.
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Demonstrated magnets - steel is attracted to both ends of the magnet.
Held magnet next to person and asked if person was attracted to magnet.
Demo with grapes, mostly water, are repelled by strong magnet.
People are mostly water, they could be repelled by very strong magnet - levitating frog.
Demonstrated penny in balloon. Show idea of inertia.
Demonstrated hex nut in balloon. Annoying. Shows ideas of frequency and pitch.
Allowed students to play with balloons until they popped.
Quiz next time on Course Expectation Sheet.
Friday, September 5, 2008
Friday, Sept 5, 2008
Students filled out seating chart.
Students filled out student profile.
Gave my bio blurb - short version
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Forgot to give out blog info for students to record in their notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin. Students only had 15 minutes but many did a good job.
Still need to take students out to meeting place for fire drills.
Students filled out student profile.
Gave my bio blurb - short version
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Forgot to give out blog info for students to record in their notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin. Students only had 15 minutes but many did a good job.
Still need to take students out to meeting place for fire drills.
Thursday, September 4, 2008
Thursday, Sept 4, 2008 - Block 4A
Students filled out seating chart.
Students filled out student profile.
Forgot to give my bio blurb. Oh well.
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Gave out blog info. Students recorded this info in notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin.
Took students out to meeting place for fire drills. Dismissed students from there since it was quitting time.
Students filled out student profile.
Forgot to give my bio blurb. Oh well.
Went over course expectation sheet - students reading some, me summarizing the rest.
Magic Jar Demo
Handed out notebooks - students wrote names on cover of both new notebook and student planner.
Gave out blog info. Students recorded this info in notebooks.
Handed out two copies of Notice to Parents form. Students keep one at home for my contact information and return the other with parent contact info. If they return it by Monday, they get 10 points credit.
Students will receive 5 pts credit for returning signed form from the course expectation form.
Students did Room Scavenger Hunt exercise and handed in paper to bin.
Took students out to meeting place for fire drills. Dismissed students from there since it was quitting time.
Thursday, June 12, 2008
Wednesday, June 11, 2008 - 4A
Final exam
Students who missed the density test had the chance to make it up after completing the final.
Students who missed the density test had the chance to make it up after completing the final.
Tuesday, June 10, 2008 - 4B
Final exam
Students who missed the density test had the chance to make it up after completing the final.
Students who missed the density test had the chance to make it up after completing the final.
Monday, June 9, 2008 - 4A
Students worked on Hewitt balancing equation worksheet.
Went over worksheet.
Review for final exam.
Went over worksheet.
Review for final exam.
Friday, June 6, 2008 - 4B
Personal holiday
Notes to substitute:
Please announce to students that their final will be the next class – Tuesday of next week.
The final will concentrate on the most recent topics – parts of the atom and chemical equations, though their may be some questions from the entire semester – things they should know (like “what is distillation?”, some of the chemical element symbols, counting atoms, density, phases of matter (solids, liquids, gases), factors affecting rates of reactions (temperature, crushed up)…)
As part of the review, start with the Chapter 3 vocabulary quiz. They have already done this exact same quiz but didn’t do very well. Go over the quiz when they have finished. Let them keep the quiz to use as a study guide.
Hand back old work.
Hand out the white AIM packet 12 and the accompanying orange worksheet. Students DO NOT WRITE on the packet. They can use this packet to fill in the answers on the worksheet if they need to. Most students don’t even need the packet since all the questions are on the orange sheet. You can allow them to work in pairs or small groups but please make sure they stay focused on task. Go around and offer help to keep them going. This material, especially identifying reactants and products WILL be on the final exam.
When done, go over the answers with the class, allowing them to make corrections on their worksheets.
Sub said the students finished the packet quickly so she showed the video 95 Moons and Counting.
Notes to substitute:
Please announce to students that their final will be the next class – Tuesday of next week.
The final will concentrate on the most recent topics – parts of the atom and chemical equations, though their may be some questions from the entire semester – things they should know (like “what is distillation?”, some of the chemical element symbols, counting atoms, density, phases of matter (solids, liquids, gases), factors affecting rates of reactions (temperature, crushed up)…)
As part of the review, start with the Chapter 3 vocabulary quiz. They have already done this exact same quiz but didn’t do very well. Go over the quiz when they have finished. Let them keep the quiz to use as a study guide.
Hand back old work.
Hand out the white AIM packet 12 and the accompanying orange worksheet. Students DO NOT WRITE on the packet. They can use this packet to fill in the answers on the worksheet if they need to. Most students don’t even need the packet since all the questions are on the orange sheet. You can allow them to work in pairs or small groups but please make sure they stay focused on task. Go around and offer help to keep them going. This material, especially identifying reactants and products WILL be on the final exam.
When done, go over the answers with the class, allowing them to make corrections on their worksheets.
Sub said the students finished the packet quickly so she showed the video 95 Moons and Counting.
Thursday, June 5, 2008
Thursday, June 5, 2008 - 4A
Quiz on vocabulary for chapter 3.
Showed fire tornado. Wrote equation on board. Identified reactants and products. Balanced the equation. Explained the difference between subscripts and coefficients.
Handed out Aim 12. Students worked on the packet.
Reviewed packet.
Handed out Hewitt worksheet on Balancing Equations. Students should finish the sheet for homework.
Showed fire tornado. Wrote equation on board. Identified reactants and products. Balanced the equation. Explained the difference between subscripts and coefficients.
Handed out Aim 12. Students worked on the packet.
Reviewed packet.
Handed out Hewitt worksheet on Balancing Equations. Students should finish the sheet for homework.
Tuesday, June 3, 2008
Tuesday, June 3, 2008 - 4A
Group photo with sludge T-shirts
Quiz on parts of atom.
Handed out periodic table of elements
Worksheet on what element is that and on periodic table.
Went over isotope and ion.
Showed Bill Nye video on Atoms
Quiz next time on parts of atom including isotope and ion.
Quiz on parts of atom.
Handed out periodic table of elements
Worksheet on what element is that and on periodic table.
Went over isotope and ion.
Showed Bill Nye video on Atoms
Quiz next time on parts of atom including isotope and ion.
Monday, June 2, 2008
Monday, June 2, 2008 - 4B
Group photo with sludge T-shirts
Quiz on parts of atom.
Handed out periodic table of elements
Worksheet on what element is that and on periodic table.
Went over isotope and ion.
Hewitt sheet on balancing chemical equations.
Quiz next time on parts of atom including isotope and ion.
Quiz on parts of atom.
Handed out periodic table of elements
Worksheet on what element is that and on periodic table.
Went over isotope and ion.
Hewitt sheet on balancing chemical equations.
Quiz next time on parts of atom including isotope and ion.
Friday, May 30, 2008
Friday, May 30, 2008 - 4A
Students drew pictures of their concept of an atom. I then had students post their pictures on the front board and explain them. Many students confused cell with atoms since they both have a nucleus. Other misconceptions were that the nucleus was a separate particle in addition to protons and neutrons and some students incorrectly positioned the electrons, protons, and neutrons.
Handed out Aim 23 - Parts of the Atom. Students read it and answered questions on a separate sheet of paper.
Went over answers.
Quiz next time (Tuesday) on the parts of an atom.
Modeled Sludge T-Shirts for Mrs. Lutes' class.
Students spent last half hour of class working on the reverse side of their T-Shirts.
Handed out Aim 23 - Parts of the Atom. Students read it and answered questions on a separate sheet of paper.
Went over answers.
Quiz next time (Tuesday) on the parts of an atom.
Modeled Sludge T-Shirts for Mrs. Lutes' class.
Students spent last half hour of class working on the reverse side of their T-Shirts.
Thursday, May 29, 2008
Thursday, May 29, 2008 - 4B
Gave students 1/2 hr to finish the other side of their T-Shirts.
Students drew pictures of their concept of an atom. I then had students post their pictures on the front board and explain them. Most students confused cell with atoms since they both have a nucleus.
Handed out Aim 23 - Parts of the Atom. Students read it and answered questions on a separate sheet of paper.
Went over answers.
Quiz next time (Monday) on the parts of an atom.
Students drew pictures of their concept of an atom. I then had students post their pictures on the front board and explain them. Most students confused cell with atoms since they both have a nucleus.
Handed out Aim 23 - Parts of the Atom. Students read it and answered questions on a separate sheet of paper.
Went over answers.
Quiz next time (Monday) on the parts of an atom.
Wednesday, May 28, 2008
Tuesday, May 27, 2008
Friday, May 23, 2008
Friday, May 23, 2008 - 4A
Students cleaned up from sludge.
Showed propeller finger from Physics Extravaganza.
Handed out worksheet for Bill Nye video. Students watched the video and filled out the worksheet. Students handed in the worksheet.
Showed the alkali metal section of the chemistry video on the periodic table.
Demonstrated chemical reaction using magnesium stick.
Students tried to light the magnesium.
Complete sludge report is due on Wednesday of next week.
Showed propeller finger from Physics Extravaganza.
Handed out worksheet for Bill Nye video. Students watched the video and filled out the worksheet. Students handed in the worksheet.
Showed the alkali metal section of the chemistry video on the periodic table.
Demonstrated chemical reaction using magnesium stick.
Students tried to light the magnesium.
Complete sludge report is due on Wednesday of next week.
Thursday, May 22, 2008
Thursday, May 22, 2008 - 4B
After sludge cleanup.
Students washed out sludge bottles and caps, test tubes, rubber stoppers, funnels, beakers, graduated cylinders, thermometers, glass L's, screens, scoopulas, forceps.
Everyone did a great job!!
Watched the Bill Nye video on Chemical Reactions.
Demo on Magnesium igniting.
Short video clip of alkali metals in water.
Second half of sludge report is due on Tuesday after the 3-day weekend.
Students washed out sludge bottles and caps, test tubes, rubber stoppers, funnels, beakers, graduated cylinders, thermometers, glass L's, screens, scoopulas, forceps.
Everyone did a great job!!
Watched the Bill Nye video on Chemical Reactions.
Demo on Magnesium igniting.
Short video clip of alkali metals in water.
Second half of sludge report is due on Tuesday after the 3-day weekend.
Wednesday, May 21, 2008 - 4A
Day 6 of sludge - Last class day for lab work!
Sludge report is due on Wednesday, May 28, 2008.
Students should continue to work on writing up the report.
Got T-Shirt sizes for "I Survived Sludge" shirts.
Sludge report is due on Wednesday, May 28, 2008.
Students should continue to work on writing up the report.
Got T-Shirt sizes for "I Survived Sludge" shirts.
Tuesday, May 20, 2008
Tuesday, May 20, 2008 - 4B
Handed back corrected first half of report.
Day 6 of sludge - Final in class day for lab work
Only make-up is today after school.
Continue to write up second half of report. The final report, both halves together (though I will only grade the second half) are due May 27. Reports are to be handed in at the beginning of class, there will be no time in class to work on them. No late work will be accepted.
Day 6 of sludge - Final in class day for lab work
Only make-up is today after school.
Continue to write up second half of report. The final report, both halves together (though I will only grade the second half) are due May 27. Reports are to be handed in at the beginning of class, there will be no time in class to work on them. No late work will be accepted.
Monday, May 19, 2008 - 4A
Handed back graded first half of report.
Day 5 of Sludge.
Tuesday after school is the only make-up time.
Last lab day for sludge is Wednesday, May 21.
Day 5 of Sludge.
Tuesday after school is the only make-up time.
Last lab day for sludge is Wednesday, May 21.
Thursday, May 15, 2008
Wednesday, May 14, 2008
Wednesday, May 14, 2008 - 4B
Took some pictures for promo sheets for Physics Extravaganza, which will be next Thursday, May 21, at Tualatin HS from 6-8:30.
Day 4 of sludge.
Day 4 of sludge.
Tuesday, May 13, 2008
Tuesday, May 13, 2008 - 4A
Collected first half reports and checked names off list.
Day 3 of sludge.
Several students did the fractional distillation day 1 or day 2. Ran out of equipment so many students had to wait.
Recommended students work on making time vs temperature graph and making data table. Students can also start work on tests for solids.
Day 3 of sludge.
Several students did the fractional distillation day 1 or day 2. Ran out of equipment so many students had to wait.
Recommended students work on making time vs temperature graph and making data table. Students can also start work on tests for solids.
Monday, May 12, 2008
Monday, May 12, 2008 - 4B
Collected first half reports and checked names off list.
Day 3 of sludge.
Several students did the fractional distillation day 1 or day 2.
Recommended students work on making time vs temperature graph and making data table. Students can also start work on tests for solids.
Day 3 of sludge.
Several students did the fractional distillation day 1 or day 2.
Recommended students work on making time vs temperature graph and making data table. Students can also start work on tests for solids.
Friday, May 9, 2008
Friday, May 9, 2008 - 4A
Day 2 of sludge
The first half of the sludge write-up is due on Monday. It should be typed and have a cover page signed by a parent.
If you did not hand in your hypothesis and only had it stamped, the original stamped hypothesis must also be handed in with the report. Note - this does not replace the typed up hypothesis included in your report.
Several people completed Day 1 of the Fractional Distillation. Many even came in early to get started and be sure they got the equipment.
The first half of the sludge write-up is due on Monday. It should be typed and have a cover page signed by a parent.
If you did not hand in your hypothesis and only had it stamped, the original stamped hypothesis must also be handed in with the report. Note - this does not replace the typed up hypothesis included in your report.
Several people completed Day 1 of the Fractional Distillation. Many even came in early to get started and be sure they got the equipment.
Thursday, May 8, 2008
Thursday, May 8, 2008 - 4B
Day 2 of sludge
The first half of the sludge write-up is due on Monday. It should be typed and have a cover page signed by a parent.
If you did not hand in your hypothesis and only had it stamped, the original stamped hypothesis must also be handed in with the report. Note - this does not replace the typed up hypothesis included in your report.
The first half of the sludge write-up is due on Monday. It should be typed and have a cover page signed by a parent.
If you did not hand in your hypothesis and only had it stamped, the original stamped hypothesis must also be handed in with the report. Note - this does not replace the typed up hypothesis included in your report.
Wednesday, May 7, 2008
Wednesday, May 7, 2008 - 4A
Day 1 - Sludge
Collected Parent forms for those students who had not handed them in.
Collected hypothesis sheets.
Students started sludge - most did a separation.
For homework, I would suggest writing up the Question, Hypothesis, and Separation of Insoluble solids sections of lab report.
Collected Parent forms for those students who had not handed them in.
Collected hypothesis sheets.
Students started sludge - most did a separation.
For homework, I would suggest writing up the Question, Hypothesis, and Separation of Insoluble solids sections of lab report.
Tuesday, May 6, 2008
Tuesday, May 6, 2008 - 4B
Day 1 - Sludge
Collected Parent forms for those students who had not handed them in.
Collected hypothesis sheets.
Students started sludge - most did a separation.
For homework, I would suggest writing up the Question, Hypothesis, and Separation of Insoluble solids sections of lab report.
Collected Parent forms for those students who had not handed them in.
Collected hypothesis sheets.
Students started sludge - most did a separation.
For homework, I would suggest writing up the Question, Hypothesis, and Separation of Insoluble solids sections of lab report.
Monday, May 5, 2008
Monday, May 5, 2008 - 4A
Introduction to sludge. Handed out sludge packet and went through the entire packet explaining in detail what was expected in the write-up for each section of the report.
Those students who had handed in their parent form were allowed to examine their sludge to write their hypothesis.
Before students can get their sludge, they must hand in the signed parent form.
Before students can start analysis, they must hand in a copy of their hypothesis.
We will start sludge labs on Wednesday.
Those students who had handed in their parent form were allowed to examine their sludge to write their hypothesis.
Before students can get their sludge, they must hand in the signed parent form.
Before students can start analysis, they must hand in a copy of their hypothesis.
We will start sludge labs on Wednesday.
Friday, May 2, 2008
Friday, May 2, 2008 - 4B
Introduction to sludge. Handed out sludge packet and went through the entire packet explaining in detail what was expected in the write-up for each section of the report.
Those students who had handed in their parent form were allowed to examine their sludge to write their hypothesis.
Before students can get their sludge, they must hand in the signed parent form.
Before students can start analysis, they must hand in a copy of their hypothesis.
We will start sludge labs on Tuesday.
Those students who had handed in their parent form were allowed to examine their sludge to write their hypothesis.
Before students can get their sludge, they must hand in the signed parent form.
Before students can start analysis, they must hand in a copy of their hypothesis.
We will start sludge labs on Tuesday.
Thursday, May 1, 2008
Thursday, May 1, 2008 - 4A
Density test
2 parts: measurements, questions and problems
Set-up 4 lab stations and gave students 10 minutes to make their measurements. Students worked on question and problem section of test while waiting for their turn at the lab station.
Many students had difficulties with the measurements. For reduced credit, I allowed them to go back and try again or even had another student help them.
Bring in parent letter for Sludge on Friday so we can start with the introduction to Sludge.
2 parts: measurements, questions and problems
Set-up 4 lab stations and gave students 10 minutes to make their measurements. Students worked on question and problem section of test while waiting for their turn at the lab station.
Many students had difficulties with the measurements. For reduced credit, I allowed them to go back and try again or even had another student help them.
Bring in parent letter for Sludge on Friday so we can start with the introduction to Sludge.
Wednesday, April 30, 2008
Wednesday, April 30, 2008 - 4B
Density test
2 parts: measurements, questions and problems
Set-up 4 lab stations and gave students 10 minutes to make their measurements. Students worked on question and problem section of test while waiting for their turn at the lab station.
Many students had difficulties with the measurements. For reduced credit, I allowed them to go back and try again or even had another student help them.
Bring in parent letter for Sludge on Friday so we can start with the introduction to Sludge.
2 parts: measurements, questions and problems
Set-up 4 lab stations and gave students 10 minutes to make their measurements. Students worked on question and problem section of test while waiting for their turn at the lab station.
Many students had difficulties with the measurements. For reduced credit, I allowed them to go back and try again or even had another student help them.
Bring in parent letter for Sludge on Friday so we can start with the introduction to Sludge.
Tuesday, April 29, 2008
Tuesday, April 29, 2008 - 4A
Went over procedure for paper chromatography lab.
Students started lab.
Took out coffee filter after the inks ran and let them dry.
While waiting for the ink to dry, tried to go over Density Lab results. Students did not pay attention. I told them this material was going to be on the test next period but students did not want to go over them. Instead I let them finish the paper chromatography lab.
Finished paper chromatography lab, each student choosing an unknown. Most students were able to correctly determine which pen gave that mark.
Test and lab test next time on density.
Students started lab.
Took out coffee filter after the inks ran and let them dry.
While waiting for the ink to dry, tried to go over Density Lab results. Students did not pay attention. I told them this material was going to be on the test next period but students did not want to go over them. Instead I let them finish the paper chromatography lab.
Finished paper chromatography lab, each student choosing an unknown. Most students were able to correctly determine which pen gave that mark.
Test and lab test next time on density.
Monday, April 28, 2008
Monday, April 28, 2008 - 4B
Went over procedure for paper chromatography lab.
Students started lab.
Fire alarm.
Finished setting up lab. Took out coffee filter after the inks ran.
While waiting for the ink to dry, went over Density Labs 1,2,3.
Finished paper chromatography lab by giving each student an unknown. Most students were able to correctly determine which pen gave that mark.
Test and lab test next time on density.
Students started lab.
Fire alarm.
Finished setting up lab. Took out coffee filter after the inks ran.
While waiting for the ink to dry, went over Density Labs 1,2,3.
Finished paper chromatography lab by giving each student an unknown. Most students were able to correctly determine which pen gave that mark.
Test and lab test next time on density.
Friday, April 25, 2008
Friday, April 25, 2008 - 4A
Wrote procedure on board for finding density of liquids.
Handed out notice to parents about sludge lab. Went over it in class. The signed paper is due back to Mr. Holmes by May 5, 2008.
Students did Density 3 Lab - Density of Liquids. Write results on board. Redo if necessary. Hand in lab sheet when done.
Students did the skills sheet on density problems. Hand in when done. If students don't finish in class, finish for homework.
Test on density next period. This will have both written problems and a practical part where students have to make the correct measurements.
Handed out notice to parents about sludge lab. Went over it in class. The signed paper is due back to Mr. Holmes by May 5, 2008.
Students did Density 3 Lab - Density of Liquids. Write results on board. Redo if necessary. Hand in lab sheet when done.
Students did the skills sheet on density problems. Hand in when done. If students don't finish in class, finish for homework.
Test on density next period. This will have both written problems and a practical part where students have to make the correct measurements.
Thursday, April 24, 2008
Thursday, April 24, 2008 - 4B
Described using pictures and steps how to do the Density 3 lab - Density of liquids.
If you use a red based 10 mL graduated cylinder, the measurements are off by 0.15 mL.
Actual volume = volume read from grad cylinder - 0.15 mL.
If you use this grad cylinder for measuring the density of liquids you MUST make this correction.
Procedure:
1. Zero the electronic balance.
2. Place the 5 mL graduated cylinder on the balance and read the mass of just the graduated cylinder
3. Go to the table with the beakers of liquid and put exactly 5 ml of liquid into the graduated cylinder using a pipette. Do not bring the beakers over to the electronic balances in case of spills.
4. Re-zero the balance and put the graduated cylinder with liquid on the balance. Read the mass of the graduated cylinder + liquid.
5. Find the mass of the liquid by subtracting the mass of the graduated cylinder from the mass of the grad cylinder plus liquid.
6. Find the density using density = mass/volume
Students were given time to finish Density Lab 2, then do Density Lab 3. When done with both labs, students posted their density values on the board. They redid any I thought were too far off.
When done with all labs, students handed in both labsheets and worked on the homework packet of density problems.
If you use a red based 10 mL graduated cylinder, the measurements are off by 0.15 mL.
Actual volume = volume read from grad cylinder - 0.15 mL.
If you use this grad cylinder for measuring the density of liquids you MUST make this correction.
Procedure:
1. Zero the electronic balance.
2. Place the 5 mL graduated cylinder on the balance and read the mass of just the graduated cylinder
3. Go to the table with the beakers of liquid and put exactly 5 ml of liquid into the graduated cylinder using a pipette. Do not bring the beakers over to the electronic balances in case of spills.
4. Re-zero the balance and put the graduated cylinder with liquid on the balance. Read the mass of the graduated cylinder + liquid.
5. Find the mass of the liquid by subtracting the mass of the graduated cylinder from the mass of the grad cylinder plus liquid.
6. Find the density using density = mass/volume
Students were given time to finish Density Lab 2, then do Density Lab 3. When done with both labs, students posted their density values on the board. They redid any I thought were too far off.
When done with all labs, students handed in both labsheets and worked on the homework packet of density problems.
Tuesday, April 22, 2008
Tuesday, April 22, 2008 - 4B
Density 2 Lab - Density of Irregular Objects
Students did Density Lab 2 - Irregular objects
Lab kits had cups of gravel, nails, metal wire, balsa wood, and BB's as well as a rock and a golf ball. Also in kit were a 200 mL beaker, a pipette, and a 10 mL graduated cylinder.
I described, using pictures, the two displacement methods to find volume:
Method 1 - objects fit into graduated cylinder
Method 2 - objects do NOT fit into graduated cylinder
If objects get stuck in the graduated cylinder, use forceps to remove them or call me. Do NOT bang the graduated cylinder against the table.
If the object floats, you need to push it down just below the water level and then read the graduated cylinder.
After finding volume using method 1, pour as much water as you can back into the beaker and then dump the object onto a paper towel. Dry off. Wipe out cup if wet and then put object back into cup.
Students posted values on board - redid trials that looked a bit off, and handed lab sheets into the bin.
Students did Density Lab 2 - Irregular objects
Lab kits had cups of gravel, nails, metal wire, balsa wood, and BB's as well as a rock and a golf ball. Also in kit were a 200 mL beaker, a pipette, and a 10 mL graduated cylinder.
I described, using pictures, the two displacement methods to find volume:
Method 1 - objects fit into graduated cylinder
Method 2 - objects do NOT fit into graduated cylinder
If objects get stuck in the graduated cylinder, use forceps to remove them or call me. Do NOT bang the graduated cylinder against the table.
If the object floats, you need to push it down just below the water level and then read the graduated cylinder.
After finding volume using method 1, pour as much water as you can back into the beaker and then dump the object onto a paper towel. Dry off. Wipe out cup if wet and then put object back into cup.
Students posted values on board - redid trials that looked a bit off, and handed lab sheets into the bin.
Monday, April 21, 2008
Monday, April 21, 2008 - 4A
Students did Density Lab 2 - Irregular objects
Used two displacement methods to find volume:
Method 1 - objects fit into graduated cylinder
Method 2 - objects do NOT fit into graduated cylinder
Students posted values on board - redid trials that looked a bit off, and handed lab sheets into the bin.
Used two displacement methods to find volume:
Method 1 - objects fit into graduated cylinder
Method 2 - objects do NOT fit into graduated cylinder
Students posted values on board - redid trials that looked a bit off, and handed lab sheets into the bin.
Friday, April 18, 2008
Friday, April 18, 2008 - 4B
Collected homework on density - problems 1-9 on page 56 in textbook.
Students took out notebooks. Wrote details on doing Density Lab 1 - density of rectangular solids.
Handed out lab sheet. Students did lab.
Students posted results on board. If the results didn't look good, I had the students recheck them.
Students handed in lab sheet.
Students took out notebooks. Wrote details on doing Density Lab 1 - density of rectangular solids.
Handed out lab sheet. Students did lab.
Students posted results on board. If the results didn't look good, I had the students recheck them.
Students handed in lab sheet.
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