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.
Subscribe to:
Comments (Atom)