Final Exam is next Wednesday
Showed Physical Science in Action video stopping to take notes.
Paired students up and had them do the Ch 3 activities on Quia.
Thursday, June 11, 2009
Wednesday, June 10, 2009 - 4B
Final Exam is next Tuesday
Went around room and reviewed material on atoms and the atomic theory.
Showed second part of Physical Science in Action video dealing with the periodic table.
Paired students up and had them do the Ch 3 activities on Quia.
Went around room and reviewed material on atoms and the atomic theory.
Showed second part of Physical Science in Action video dealing with the periodic table.
Paired students up and had them do the Ch 3 activities on Quia.
Tuesday, June 9, 2009
Tuesday, June 9, 2009 - 4A
Quiz on vocabulary
Review video on Periodic Table
Review demo of lighting magnesium - required shavings - could not light the solid bar
Important result - crumbling (increasing surface area) increases the rate of reaction.
Alka-Seltzer Lab
Lab Title: Factors affecting the rates of reaction
Have students draw data table in notebooks using a ruler
Cold water
Room temp
Hot water
Crumble (hot water)
Measure time for reaction.
Material List
1 plastic 10 ml graduated cylinder
1 film canister with lid
1 alka-seltzer (break into 4 equal pieces)
1 stopwatch
Procedure
Fill the 10 ml grad cylinder to the brim (quicker than measuring out 10 ml)
Pour into the film canister
Drop in Alka-Seltzer and quickly cap
Time until reaction occurs
Record data
MUST WEAR GOGGLES
Show video - Physical Science in Action - Atoms and Molecules
Go to review stage and then have student write down important notes.
Review video on Periodic Table
Review demo of lighting magnesium - required shavings - could not light the solid bar
Important result - crumbling (increasing surface area) increases the rate of reaction.
Alka-Seltzer Lab
Lab Title: Factors affecting the rates of reaction
Have students draw data table in notebooks using a ruler
Cold water
Room temp
Hot water
Crumble (hot water)
Measure time for reaction.
Material List
1 plastic 10 ml graduated cylinder
1 film canister with lid
1 alka-seltzer (break into 4 equal pieces)
1 stopwatch
Procedure
Fill the 10 ml grad cylinder to the brim (quicker than measuring out 10 ml)
Pour into the film canister
Drop in Alka-Seltzer and quickly cap
Time until reaction occurs
Record data
MUST WEAR GOGGLES
Show video - Physical Science in Action - Atoms and Molecules
Go to review stage and then have student write down important notes.
Monday, June 8, 2009 - 4B
Quiz on vocabulary
Review video on Periodic Table
Review demo of lighting magnesium - required shavings - could not light the solid bar
Important result - crumbling (increasing surface area) increases the rate of reaction.
Alka-Seltzer Lab
Lab Title: Factors affecting the rates of reaction
Have students draw data table in notebooks using a ruler
Cold water
Room temp
Hot water
Crumble (hot water)
Measure time for reaction.
Material List
1 plastic 10 ml graduated cylinder
1 film canister with lid
1 alka-seltzer (break into 4 equal pieces)
1 stopwatch
Procedure
Fill the 10 ml grad cylinder to the brim (quicker than measuring out 10 ml)
Pour into the film canister
Drop in Alka-Seltzer and quickly cap
Time until reaction occurs
Record data
MUST WEAR GOGGLES
Show video - Physical Science in Action - Atoms and Molecules
Go to review stage and then have student write down important notes.
Review video on Periodic Table
Review demo of lighting magnesium - required shavings - could not light the solid bar
Important result - crumbling (increasing surface area) increases the rate of reaction.
Alka-Seltzer Lab
Lab Title: Factors affecting the rates of reaction
Have students draw data table in notebooks using a ruler
Cold water
Room temp
Hot water
Crumble (hot water)
Measure time for reaction.
Material List
1 plastic 10 ml graduated cylinder
1 film canister with lid
1 alka-seltzer (break into 4 equal pieces)
1 stopwatch
Procedure
Fill the 10 ml grad cylinder to the brim (quicker than measuring out 10 ml)
Pour into the film canister
Drop in Alka-Seltzer and quickly cap
Time until reaction occurs
Record data
MUST WEAR GOGGLES
Show video - Physical Science in Action - Atoms and Molecules
Go to review stage and then have student write down important notes.
Friday, June 5, 2009 - 4A
Quiz on chapter 3 vocabulary
Review Hewitt video on Atoms
Show video on periodic table - stop and write notes
Ignite magnesium with flint - let students try
Review Hewitt video on Atoms
Show video on periodic table - stop and write notes
Ignite magnesium with flint - let students try
Thursday, June 4, 2009 - 4B
Quiz on chapter 3 vocabulary
Review Hewitt video on Atoms
Show video on periodic table - stop and write notes
Ignite magnesium with flint - let students try
Review Hewitt video on Atoms
Show video on periodic table - stop and write notes
Ignite magnesium with flint - let students try
Friday, May 29, 2009 - 4B
Showed off T-shirts to Mrs. Lute's class.
Students filled out wrap-up sheet for Physics Extravaganza.
Handed out paper and asked students to sketch model of atom and then write down what they know about atoms. Hung up pictures and discussed.
Nucleus, protons, neutrons, electrons
Relative masses, size of nucleus vs size of atom
Size of atom - smaller than wavelength of light so can't see it.
Type of element is determined by number of protons in nucleus.
Intro to fire volcano.
Reaction of 2CH3OH + 3O2 --> 2CO2 + 4H20
Balancing chemical equation
Demo of fire tornado.
Went around room and asked people what they liked about the Physics Extravaganza.
Students filled out wrap-up sheet for Physics Extravaganza.
Handed out paper and asked students to sketch model of atom and then write down what they know about atoms. Hung up pictures and discussed.
Nucleus, protons, neutrons, electrons
Relative masses, size of nucleus vs size of atom
Size of atom - smaller than wavelength of light so can't see it.
Type of element is determined by number of protons in nucleus.
Intro to fire volcano.
Reaction of 2CH3OH + 3O2 --> 2CO2 + 4H20
Balancing chemical equation
Demo of fire tornado.
Went around room and asked people what they liked about the Physics Extravaganza.
Thursday, May 28, 2009
Thursday, May 28, 2009 - 4A
Showed off T-shirts to Mrs. Lute's class.
Students filled out wrap-up sheet for Physics Extravaganza.
Handed out paper and asked students to sketch model of atom and then write down what they know about atoms. Hung up pictures and discussed.
Nucleus, protons, neutrons, electrons
Relative masses, size of nucleus vs size of atom
Size of atom - smaller than wavelength of light so can't see it.
Type of element is determined by number of protons in nucleus.
Intro to fire volcano.
Reaction of 2CH3OH + 3O2 --> 2CO2 + 4H20
Balancing chemical equation
Demo of fire tornado.
Went around room and asked people what they liked about the Physics Extravaganza.
Students filled out wrap-up sheet for Physics Extravaganza.
Handed out paper and asked students to sketch model of atom and then write down what they know about atoms. Hung up pictures and discussed.
Nucleus, protons, neutrons, electrons
Relative masses, size of nucleus vs size of atom
Size of atom - smaller than wavelength of light so can't see it.
Type of element is determined by number of protons in nucleus.
Intro to fire volcano.
Reaction of 2CH3OH + 3O2 --> 2CO2 + 4H20
Balancing chemical equation
Demo of fire tornado.
Went around room and asked people what they liked about the Physics Extravaganza.
Wednesday, May 27, 2009 - 4B
Students finished T-shirts.
Demonstrated some of the activities for tonight's Physics Extravaganza.
Demonstrated some of the activities for tonight's Physics Extravaganza.
Tuesday, May 26, 2009
Tuesday, May 26, 2009 - Block 4A
Continue working on T-shirts
Make posters for Physics Extravaganza
Go over demos for Physics Extravaganza
Make posters for Physics Extravaganza
Go over demos for Physics Extravaganza
Friday, May 22, 2009
Friday, May 22, 2009 - Block 4B
Collected Sludge 2nd half reports along with notebooks with logs.
Handed out T-Shirts. Students made Sludge T-Shirts.
Several students declined to participate.
Handed out T-Shirts. Students made Sludge T-Shirts.
Several students declined to participate.
Thursday, May 21, 2009 - Block 4A
Collected Sludge 2nd half reports along with notebooks with logs.
Handed out T-Shirts. Students made Sludge T-Shirts.
Students were enthusiastic. Class went well.
Handed out T-Shirts. Students made Sludge T-Shirts.
Students were enthusiastic. Class went well.
Wednesday, May 20, 2009 - Block 4B
Clean-up day. Assigned jobs to different students.
When students were done, gave them the option of using computers to continue typing up sludge report.
For those students who did not wish to work on their reports, I demonstrated several of the demos for the Physics Extravaganza hype day at Twality Middle school.
At the end of the class, I packed up the equipment and then headed off to Twality.
When students were done, gave them the option of using computers to continue typing up sludge report.
For those students who did not wish to work on their reports, I demonstrated several of the demos for the Physics Extravaganza hype day at Twality Middle school.
At the end of the class, I packed up the equipment and then headed off to Twality.
Tuesday, May 18, 2009 - Block 4A
Clean-up day for Sludge. Assigned jobs to the students. When they finished the clean-up they had the option of working on their sludge reports.
I also showed several of the demos for the Twality Middle School Presentation of Physics Extravaganza. Many of the students wanted to help and participate in the presentations.
Did show Van de Graff but the belt broke and I had to replace it after school.
I also showed several of the demos for the Twality Middle School Presentation of Physics Extravaganza. Many of the students wanted to help and participate in the presentations.
Did show Van de Graff but the belt broke and I had to replace it after school.
Monday, May 17, 2009 - Block 4B
Day 6 of sludge. Final day to work on sludge experiments.
Labs are due next Friday, May 22.
Labs are due next Friday, May 22.
Friday, May 15, 2009 - Block 4A
Day 6 of sludge. Final class day for experimentation.
Sludge reports are due on Thursday, May 21.
After school today is the last after school session to work on sludge.
Sludge reports are due on Thursday, May 21.
After school today is the last after school session to work on sludge.
Thursday, May 14, 2009 - Block 4B
Day 5 of sludge. Only one more class day for experimentation.
Sludge reports are due on Friday, May 22.
After school today and after school tomorrow are the only times outside of class to work on sludge experimentation.
Sludge reports are due on Friday, May 22.
After school today and after school tomorrow are the only times outside of class to work on sludge experimentation.
Wednesday, May 13, 2009 - Block 4A
Day 5 of sludge. Only one more class day for experimentation.
Sludge reports are due on Thursday, May 21.
After school Thursday and after school Friday are the only times outside of class to work on sludge experimentation.
Sludge reports are due on Thursday, May 21.
After school Thursday and after school Friday are the only times outside of class to work on sludge experimentation.
Tuesday, May 12, 2009 - Block 4B
Day 4 of sludge. Only two more class days for experimentation.
Sludge reports are due on Friday, May 22.
Sludge reports are due on Friday, May 22.
Monday, May 11, 2009
Monday, May 11, 2009 - Block 4A
Day 4 of sludge.
All went well.
Due to the missed day, everything will be pushed back one class period. The last class day for Sludge is Friday May 15 and the Sludge Report is due on Thursday, May 21.
All went well.
Due to the missed day, everything will be pushed back one class period. The last class day for Sludge is Friday May 15 and the Sludge Report is due on Thursday, May 21.
Wednesday, May 6, 2009 - Blcok 4B
Went home sick before this class.
Day 3 of Sludge.
Afina collected the first half sludge reports.
Towards the end of the period there was a fire in the classroom. Several sludges disrupted. Students cannot do the sludge labs unless I am there.
Day 3 of Sludge.
Afina collected the first half sludge reports.
Towards the end of the period there was a fire in the classroom. Several sludges disrupted. Students cannot do the sludge labs unless I am there.
Tuesday, May 5, 2009 - Block 4A
Day 3 of Sludge.
Collected first half sludge reports and checked off names.
All went well.
Collected first half sludge reports and checked off names.
All went well.
Monday, May 4, 2009
Monday, May 4, 2009 - Block 4B
Day 2 of Sludge experimentation. Hopefully by now all students have handed in their hypotheses and are doing the experiments.
Write-up of first half is due on Wednesday, May 6.
Write-up of first half is due on Wednesday, May 6.
Friday, May 1, 2009 - Block 4A
Day 2 of Sludge experimentation. Hopefully by now all students have handed in their hypotheses and are doing the experiments.
Write-up of first half is due next class - Tuesday, May 5.
Write-up of first half is due next class - Tuesday, May 5.
Thursday, April 30, 2009 - Block 4B
Day 1 of Sludge. Write-up of first half is due on May 6, 2009.
Students who handed in passports to get sludge for hypotheses, and handed in hypotheses, can start experimentation.
Students should we working on writing up the first half outside of class as they do the experiments in class.
Students who handed in passports to get sludge for hypotheses, and handed in hypotheses, can start experimentation.
Students should we working on writing up the first half outside of class as they do the experiments in class.
Wednesday, April 29, 2009 - Block 4A
Day 1 of Sludge experimentation. Write-up of first half is due on May 5, 2009.
Students who handed in passports to get sludge for hypotheses, and handed in hypotheses, can start experimentation.
Students should we working on writing up the first half outside of class as they do the experiments in class.
Students who handed in passports to get sludge for hypotheses, and handed in hypotheses, can start experimentation.
Students should we working on writing up the first half outside of class as they do the experiments in class.
Tuesday, April 28, 2009 - Block 4B
Collect parent passports.
Went over Sludge Packet in detail describing what I was looking for in the report.
Students who had handed in their parent passports were allowed to look at sludges and make hypotheses. After they hand in their hypothesis, they can start experimenting.
Went over Sludge Packet in detail describing what I was looking for in the report.
Students who had handed in their parent passports were allowed to look at sludges and make hypotheses. After they hand in their hypothesis, they can start experimenting.
Monday, April 27, 2009
Monday, April 27, 2009 - Block 4A
Collect parent passports.
Went over Sludge Packet in detail describing what I was looking for in the report.
Students who had handed in their parent passports were allowed to look at sludges and make hypotheses. After they hand in their hypothesis, they can start experimenting.
Went over Sludge Packet in detail describing what I was looking for in the report.
Students who had handed in their parent passports were allowed to look at sludges and make hypotheses. After they hand in their hypothesis, they can start experimenting.
Friday, April 24, 2009
Friday, April 24, 2009 - Block 4B
Collected Parent Passports for Sludge. If students did not hand them in, they need to hand them in on Monday to get their bottle of sludge.
Students took matter test.
When done, I handed out the Sludge Packet and Grading Sheet.
Started to go over the Sludge Packet explaining what the students need to do in writing up their Sludge Report.
Students took matter test.
When done, I handed out the Sludge Packet and Grading Sheet.
Started to go over the Sludge Packet explaining what the students need to do in writing up their Sludge Report.
Thursday, April 23, 2009 - Block 4A
Collected Parent Passports for Sludge. If students did not hand them in, they need to hand them in on Monday to get their bottle of sludge.
Students took matter test.
When done, I handed out the Sludge Packet and Grading Sheet.
Started to go over the Sludge Packet explaining what the students need to do in writing up their Sludge Report.
Students took matter test.
When done, I handed out the Sludge Packet and Grading Sheet.
Started to go over the Sludge Packet explaining what the students need to do in writing up their Sludge Report.
Tuesday, April 21, 2009 - Block 4B
Students used the period to review for the test practicing with the quia quiz on matter and the activity on element symbols using the laptops.
Handed out Parent Notices for Sludge. The signed Parent Form is needed to get your bottle of sludge. It is the sludge "passport".
Handed out Parent Notices for Sludge. The signed Parent Form is needed to get your bottle of sludge. It is the sludge "passport".
Monday April 20, 2009 - Block 4A
I assigned seats.
Students took element symbol quiz. Went over it.
Students took counting atoms in chemical formula quiz. Went over it.
Students reviewed for exam using the labtops to access the quia quiz on matter.
Handed out Parent Notices for Sludge. The signed Parent Form is needed to get your bottle of sludge. It is the sludge "passport".
Students took element symbol quiz. Went over it.
Students took counting atoms in chemical formula quiz. Went over it.
Students reviewed for exam using the labtops to access the quia quiz on matter.
Handed out Parent Notices for Sludge. The signed Parent Form is needed to get your bottle of sludge. It is the sludge "passport".
Friday, April 17, 2009
Friday, April 17, Block 4B
Handed back quizzes on element symbols and counting atoms.
Gave new set of quizzes on element symbols and counting atoms.
Students got laptops and worked on QUIA quiz on matter as review for test.
Test Friday next week.
Gave new set of quizzes on element symbols and counting atoms.
Students got laptops and worked on QUIA quiz on matter as review for test.
Test Friday next week.
Thursday, April 16, 2009
Thursday, April 16, 2009 - Block 4A
Competition on chemical symbols.
Quiz on Chemical symbols
Handed back Counting atom worksheet and answered questions.
Quiz on Counting atoms
Students looked at crystals under microscope and sketched pictures.
Students did acid test on powders.
Use laptops for Quiz exercises.
Quiz on Chemical symbols
Handed back Counting atom worksheet and answered questions.
Quiz on Counting atoms
Students looked at crystals under microscope and sketched pictures.
Students did acid test on powders.
Use laptops for Quiz exercises.
Tuesday, April 14, 2009
Wednesday, April 15, 2009 - Block 4B
Competition on chemical symbols.
Quiz on Chemical symbols
Quiz on Counting atoms
Students looked at crystals under microscope and sketched pictures.
Students did acid test to check for fizz.
Use laptops for Quiz exercises.
Quiz on Chemical symbols
Quiz on Counting atoms
Students looked at crystals under microscope and sketched pictures.
Students did acid test to check for fizz.
Use laptops for Quiz exercises.
Tuesday, April 14, 2009 - Block 4A
Students wrote content objectives in their notebooks.
Students will be able to:
Identify 20 elements from chemical symbols
Given a chemical equation, be able to count the number of different elements, the number of atoms of each element, and the total number of atoms.
Conduct a flame test on soluble powders.
Make crystals for viewing under the microscope.
Went over pictures of element symbols that students drew and I hung up.
Quiz next time.
Did some competitions on pictures.
Went over Counting Atom worksheet.
I collected them. Quiz next time.
Explained crystal and flame test for soluble powders.
Students set up solutions in petrie dishes.
Students did flame tests on solutions using Qtips
Stamped content objectives and data tables with "poof" stamp.
Students will be able to:
Identify 20 elements from chemical symbols
Given a chemical equation, be able to count the number of different elements, the number of atoms of each element, and the total number of atoms.
Conduct a flame test on soluble powders.
Make crystals for viewing under the microscope.
Went over pictures of element symbols that students drew and I hung up.
Quiz next time.
Did some competitions on pictures.
Went over Counting Atom worksheet.
I collected them. Quiz next time.
Explained crystal and flame test for soluble powders.
Students set up solutions in petrie dishes.
Students did flame tests on solutions using Qtips
Stamped content objectives and data tables with "poof" stamp.
Monday, April 13, 2009
Friday, April 10, 2009 - Block 4B
Students wrote content objectives in their notebooks.
Students will be able to:
Identify 20 elements from chemical symbols
Given a chemical equation, be able to count the number of different elements, the number of atoms of each element, and the total number of atoms.
Conduct a flame test on soluble powders.
Make crystals for viewing under the microscope.
Went over pictures of element symbols that students drew and I hung up.
Quiz next time.
Went over Counting Atom worksheet.
I collected them. Quiz next time.
Explained crystal and flame test for soluble powders.
Students set up solutions in petrie dishes.
Students did flame tests on solutions using Qtips
Students will be able to:
Identify 20 elements from chemical symbols
Given a chemical equation, be able to count the number of different elements, the number of atoms of each element, and the total number of atoms.
Conduct a flame test on soluble powders.
Make crystals for viewing under the microscope.
Went over pictures of element symbols that students drew and I hung up.
Quiz next time.
Went over Counting Atom worksheet.
I collected them. Quiz next time.
Explained crystal and flame test for soluble powders.
Students set up solutions in petrie dishes.
Students did flame tests on solutions using Qtips
Thursday, April 9, 2009
Thursday, Apr 9, 2009 - Block 4A
Students finished the tests on the liquids - density, odor, crystal, and flammability.
Stamped lab books, once for each test.
Students drew element symbols - the language of chemistry.
Do counting atom exercise - hand in at end of period.
Collected lab notebooks to check for notes and grade over long weekend.
Stamped lab books, once for each test.
Students drew element symbols - the language of chemistry.
Do counting atom exercise - hand in at end of period.
Collected lab notebooks to check for notes and grade over long weekend.
Tuesday, April 7, 2009
Wednesday, April 8, 2009 - Block 4B
Students will finish the tests on the liquids - density, odor, and flammability.
Review the lab and the results:
Is color diagnostic?
Smell or odor?
Density?
If you have an object with a density greater than that of the alcohol but less than that of water, what will happen when you place it in water or alcohol?
Flammability?
Students draw element symbols - the language of chemistry.
Do counting atom exercise - hand in at end of period.
Review the lab and the results:
Is color diagnostic?
Smell or odor?
Density?
If you have an object with a density greater than that of the alcohol but less than that of water, what will happen when you place it in water or alcohol?
Flammability?
Students draw element symbols - the language of chemistry.
Do counting atom exercise - hand in at end of period.
Tuesday, April 7, 2009 - Block 4A
Students wrote down content objectives in their notebooks.
1. Successfully perform a fractional distillation
2. Using a microscope, describe and sketch a diagnostic crystal shape
3. Determine the density of liquids
4. Use the flammability test to determine if liquids are flammable.
Told students to sketch a large, diagnostic picture of the new crystals. Since they do not have to write down the temperature every 30 seconds, one partner can monitor the distillation while the other checks out the crystals. If they have good crystals, they do not have to redo the crystal part of this lab.
Went over procedure to find the density of liquids. Drew pictures and wrote description for each step.
1. Find mass of 5 ml graduated cylinder using electronic balance
2. Using a pipette put 5 ml of liquid into the 5 ml graduated cylinder. (If you don't have 5 ml of liquid, use what you do have)
3. Measure the liquid volume at eye level at the bottom of the meniscus
This will give you the volume of the liquid you use in the density calculation.
4. Find mass of the graduated cylinder + liquid
5. Subtract the mass of the graduated cylinder+liquid - mass of empty graduated cylinder to find the mass of the liquid.
6. Calculate the density using density = mass of liquid/volume liquid. Units of density should be g/cm^3
This time I remembered to sketch the data table on the board so students could see how to organize their data.
Demonstrated how to do the flammability test. Note that this is different from the "flame test" which we will cover later.
Alcohol lamp is on the left, coffee can with 2-3 inches of water is on the right. Move hand from left to right and then drop strip into can of water. Make sure you remove the flammability strips from the water and throw them into the garbage before dumping the water into the sink.
Went over the graphs from Day 1 Fractional Distillation. Boiling points of liquid 1 ranged from 80-85 deg C. Told students to swap out test tubes at 85 deg C.
Boiling point of second liquid ranged from 98-101 deg C. Told students to swap out at 97 deg C.
Students did the Fractional Distillation Day 2. The liquid density and flammability will have to wait until next time.
1. Successfully perform a fractional distillation
2. Using a microscope, describe and sketch a diagnostic crystal shape
3. Determine the density of liquids
4. Use the flammability test to determine if liquids are flammable.
Told students to sketch a large, diagnostic picture of the new crystals. Since they do not have to write down the temperature every 30 seconds, one partner can monitor the distillation while the other checks out the crystals. If they have good crystals, they do not have to redo the crystal part of this lab.
Went over procedure to find the density of liquids. Drew pictures and wrote description for each step.
1. Find mass of 5 ml graduated cylinder using electronic balance
2. Using a pipette put 5 ml of liquid into the 5 ml graduated cylinder. (If you don't have 5 ml of liquid, use what you do have)
3. Measure the liquid volume at eye level at the bottom of the meniscus
This will give you the volume of the liquid you use in the density calculation.
4. Find mass of the graduated cylinder + liquid
5. Subtract the mass of the graduated cylinder+liquid - mass of empty graduated cylinder to find the mass of the liquid.
6. Calculate the density using density = mass of liquid/volume liquid. Units of density should be g/cm^3
This time I remembered to sketch the data table on the board so students could see how to organize their data.
Demonstrated how to do the flammability test. Note that this is different from the "flame test" which we will cover later.
Alcohol lamp is on the left, coffee can with 2-3 inches of water is on the right. Move hand from left to right and then drop strip into can of water. Make sure you remove the flammability strips from the water and throw them into the garbage before dumping the water into the sink.
Went over the graphs from Day 1 Fractional Distillation. Boiling points of liquid 1 ranged from 80-85 deg C. Told students to swap out test tubes at 85 deg C.
Boiling point of second liquid ranged from 98-101 deg C. Told students to swap out at 97 deg C.
Students did the Fractional Distillation Day 2. The liquid density and flammability will have to wait until next time.
Monday, April 6, 2009
Monday, April 6, 2009 - Block 4B
Students wrote down content objectives in their notebooks.
1. Successfully perform a fractional distillation
2. Using a microscope, describe and sketch a diagnostic crystal shape
3. Determine the density of liquids
4. Use the flammability test to determine if liquids are flammable.
Went over procedure to find the density of liquids. Drew pictures and wrote description for each step.
1. Find mass of 5 ml graduated cylinder using electronic balance
2. Using a pipette put 5 ml of liquid into the 5 ml graduated cylinder. (If you don't have 5 ml of liquid, use what you do have)
3. Measure the liquid volume at eye level at the bottom of the meniscus
This will give you the volume of the liquid you use in the density calculation.
4. Find mass of the graduated cylinder + liquid
5. Subtract the mass of the graduated cylinder+liquid - mass of empty graduated cylinder to find the mass of the liquid.
6. Calculate the density using density = mass of liquid/volume liquid. Units of density should be g/cm^3
Demonstrated how to do the flammability test. Note that this is different from the "flame test" which we will cover later.
Alcohol lamp is on the left, coffee can with 2-3 inches of water is on the right. Move hand from left to right and then drop strip into can of water. Make sure you remove the flammability strips from the water and throw them into the garbage before dumping the water into the sink.
Went over the graphs from Day 1 Fractional Distillation. Boiling points of liquid 1 ranged from 80-85 deg C. Told students to swap out test tubes at 85 deg C.
Boiling point of second liquid ranged from 98-101 deg C. Told students to swap out at 97 deg C.
While the liquids are heating, lab partners can take turns checking out their crystals from day 1. If they have good crystals, they do not have to redo the crystal part of this lab.
Students did the Fractional Distillation Day 2. Several students were able to find the density and some finished the flammability test as well.
1. Successfully perform a fractional distillation
2. Using a microscope, describe and sketch a diagnostic crystal shape
3. Determine the density of liquids
4. Use the flammability test to determine if liquids are flammable.
Went over procedure to find the density of liquids. Drew pictures and wrote description for each step.
1. Find mass of 5 ml graduated cylinder using electronic balance
2. Using a pipette put 5 ml of liquid into the 5 ml graduated cylinder. (If you don't have 5 ml of liquid, use what you do have)
3. Measure the liquid volume at eye level at the bottom of the meniscus
This will give you the volume of the liquid you use in the density calculation.
4. Find mass of the graduated cylinder + liquid
5. Subtract the mass of the graduated cylinder+liquid - mass of empty graduated cylinder to find the mass of the liquid.
6. Calculate the density using density = mass of liquid/volume liquid. Units of density should be g/cm^3
Demonstrated how to do the flammability test. Note that this is different from the "flame test" which we will cover later.
Alcohol lamp is on the left, coffee can with 2-3 inches of water is on the right. Move hand from left to right and then drop strip into can of water. Make sure you remove the flammability strips from the water and throw them into the garbage before dumping the water into the sink.
Went over the graphs from Day 1 Fractional Distillation. Boiling points of liquid 1 ranged from 80-85 deg C. Told students to swap out test tubes at 85 deg C.
Boiling point of second liquid ranged from 98-101 deg C. Told students to swap out at 97 deg C.
While the liquids are heating, lab partners can take turns checking out their crystals from day 1. If they have good crystals, they do not have to redo the crystal part of this lab.
Students did the Fractional Distillation Day 2. Several students were able to find the density and some finished the flammability test as well.
Friday, April 3, 2009 - Block 4A
Students wrote down content objectives in their notebooks.
Student will be able to:
Plot heating and cooling curves and identify the melting/freezing temperature and boiling temperatures, phases (solid, liquid, gas), and processes (heating, cooling, freezing, boiling, etc.)
Plot heating curves for multiple liquids and identify the boiling points and swap out temperatures for a distillation lab
Using chemical formulas, be able to identify the different elements, count the number of different elements, count the number of atoms of each element, count the total number of atoms in the substance.
I told students that no more late work would be accepted.
Discussed graph from PDB lab. Showed how to annotate it.
Students did the Boiling Point worksheet. Went over it in class, did not collect it.
Went over Fractional Distillation Day 1.
Purpose of Day 1: Find the heating curve for a mixture of two liquids.
From the graph, determine the boiling points of the two liquids and find the swap out temperatures.
Sketched lab set-up on board.
Keep a slow boil. Once you get a good boil, try to keep the wire gauze in that position. Moving it too often could mess up your heating curve.
Stop when you have only 1 cm of liquid left in the boiling test tube. Remember to raise the rubber tubing above the level of the collected liquid before capping the alcohol lamp.
Use a piece of masking tape to put your name on a petrie dish. Take a few drops of the remaining liquid from the burning test tube and put it in the petrie dish.
Dump the collected liquid and the rest of the liquid from the boiling test tube into the funnel with filter paper.
Plot the heating curve for homework.
Student will be able to:
Plot heating and cooling curves and identify the melting/freezing temperature and boiling temperatures, phases (solid, liquid, gas), and processes (heating, cooling, freezing, boiling, etc.)
Plot heating curves for multiple liquids and identify the boiling points and swap out temperatures for a distillation lab
Using chemical formulas, be able to identify the different elements, count the number of different elements, count the number of atoms of each element, count the total number of atoms in the substance.
I told students that no more late work would be accepted.
Discussed graph from PDB lab. Showed how to annotate it.
Students did the Boiling Point worksheet. Went over it in class, did not collect it.
Went over Fractional Distillation Day 1.
Purpose of Day 1: Find the heating curve for a mixture of two liquids.
From the graph, determine the boiling points of the two liquids and find the swap out temperatures.
Sketched lab set-up on board.
Keep a slow boil. Once you get a good boil, try to keep the wire gauze in that position. Moving it too often could mess up your heating curve.
Stop when you have only 1 cm of liquid left in the boiling test tube. Remember to raise the rubber tubing above the level of the collected liquid before capping the alcohol lamp.
Use a piece of masking tape to put your name on a petrie dish. Take a few drops of the remaining liquid from the burning test tube and put it in the petrie dish.
Dump the collected liquid and the rest of the liquid from the boiling test tube into the funnel with filter paper.
Plot the heating curve for homework.
Thursday, April 2, 2009
Thursday, April 2, 2009 - Block 4B
Students wrote down content objectives in their notebooks.
Student will be able to:
Plot heating and cooling curves and identify the melting/freezing temperature and boiling temperatures, phases (solid, liquid, gas), and processes (heating, cooling, freezing, boiling, etc.)
Plot heating curves for multiple liquids and identify the boiling points and swap out temperatures for a distillation lab
Using chemical formulas, be able to identify the different elements, count the number of different elements, count the number of atoms of each element, count the total number of atoms in the substance.
I told students that no more late work would be accepted.
Discussed graph from PDB lab. Showed how to annotate it.
Students did the Boiling Point worksheet. Went over it in class, did not collect it.
Went over Fractional Distillation Day 1.
Purpose of Day 1: Find the heating curve for a mixture of two liquids.
From the graph, determine the boiling points of the two liquids and find the swap out temperatures.
Sketched lab set-up on board.
Keep a slow boil. Once you get a good boil, try to keep the wire gauze in that position. Moving it too often could mess up your heating curve.
Stop when you have only 1 cm of liquid left in the boiling test tube. Remember to raise the rubber tubing above the level of the collected liquid before capping the alcohol lamp.
Use a piece of masking tape to put your name on a petrie dish. Take a few drops of the remaining liquid from the burning test tube and put it in the petrie dish.
Dump the collected liquid and the rest of the liquid from the boiling test tube into the funnel with filter paper.
Plot the heating curve for homework.
Student will be able to:
Plot heating and cooling curves and identify the melting/freezing temperature and boiling temperatures, phases (solid, liquid, gas), and processes (heating, cooling, freezing, boiling, etc.)
Plot heating curves for multiple liquids and identify the boiling points and swap out temperatures for a distillation lab
Using chemical formulas, be able to identify the different elements, count the number of different elements, count the number of atoms of each element, count the total number of atoms in the substance.
I told students that no more late work would be accepted.
Discussed graph from PDB lab. Showed how to annotate it.
Students did the Boiling Point worksheet. Went over it in class, did not collect it.
Went over Fractional Distillation Day 1.
Purpose of Day 1: Find the heating curve for a mixture of two liquids.
From the graph, determine the boiling points of the two liquids and find the swap out temperatures.
Sketched lab set-up on board.
Keep a slow boil. Once you get a good boil, try to keep the wire gauze in that position. Moving it too often could mess up your heating curve.
Stop when you have only 1 cm of liquid left in the boiling test tube. Remember to raise the rubber tubing above the level of the collected liquid before capping the alcohol lamp.
Use a piece of masking tape to put your name on a petrie dish. Take a few drops of the remaining liquid from the burning test tube and put it in the petrie dish.
Dump the collected liquid and the rest of the liquid from the boiling test tube into the funnel with filter paper.
Plot the heating curve for homework.
Wednesday, April 1, 2009
Wednesday April 1, 2009 - Block 4A
Had students go to the front board and sketch their PDB heating and cooling curves. Discussed the results. Allowed students to check/add annotation on the graphs and then collected the reports. Guess that went ok but several students just did not do the assignment and did not make their graphs.
Handed back the Reading Assignments that several students did not hand in. I wanted to go over the material but students were not that interested. Eventually I gave up and handed out the finding boiling point worksheet and kinetic theory worksheets.
Maybe I should have just done the Fractional Distillation Lab since the students weren't learning anything, but then again, students ignored what I told them about the fractional distillation lab when they did the boiling point worksheet.
Just a bad day at class - have to figure out what to change for tomorrow's class.
Handed back the Reading Assignments that several students did not hand in. I wanted to go over the material but students were not that interested. Eventually I gave up and handed out the finding boiling point worksheet and kinetic theory worksheets.
Maybe I should have just done the Fractional Distillation Lab since the students weren't learning anything, but then again, students ignored what I told them about the fractional distillation lab when they did the boiling point worksheet.
Just a bad day at class - have to figure out what to change for tomorrow's class.
Tuesday, March 31, 2009
Tuesday, March 31, 2009 - Block 4B
Handed back Distillation of Wood Labs
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Monday, March 30, 2009
Monday, March 30, 2009 - Block 4A
Handed back Distillation of Wood Labs
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Went over lab sheet and set-up for PDB lab.
Students did lab.
For homework, students will finish the graph, showing all the important features and phases, and hand it in along with answers to observation questions and conclusions.
Friday, March 20, 2009 - Block 4B
Showed several short demos:
Thermal conductivity
Thermal expansion
Pressure with soda can
Convection with Erlenmeyer volcanoes.
Gave students time in class to work on worksheets.
Thermal conductivity
Thermal expansion
Pressure with soda can
Convection with Erlenmeyer volcanoes.
Gave students time in class to work on worksheets.
Thursday, March 19, 2009
Thursday, March 19, 2009 - Block 4A
Three students went to front of class and discussed the heating lab.
I asked for the general statement of the lab. Students made a graph of the heating curve as their hypothesis so the general statement is to determine the heating curve for water.
On the graph, students indicated what phases they had and what process was going on.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Also sketched out the mothball lab. Showed the set-up. Students predicted the heating and cooling curve, phases for each section, and the process.
Handed out RA 2.1b, RA 2.2a
Students did really well today. I should have done a more fun activity instead of these reading assignments.
Students worked on these for the remainder of the class.
I asked for the general statement of the lab. Students made a graph of the heating curve as their hypothesis so the general statement is to determine the heating curve for water.
On the graph, students indicated what phases they had and what process was going on.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Also sketched out the mothball lab. Showed the set-up. Students predicted the heating and cooling curve, phases for each section, and the process.
Handed out RA 2.1b, RA 2.2a
Students did really well today. I should have done a more fun activity instead of these reading assignments.
Students worked on these for the remainder of the class.
Wednesday, March 18, 2009
Wednesday, March 18, 2009 - Block 4B
Two students went to front of class and discussed the heating lab.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Handed out RA 2.1b, RA 2.2a
Students worked on these for the remainder of the class.
I summarized the results and showed that the heating curves can be used to identify different liquids.
Drew the experimental set-up for distillation. Showed that if you have 2 liquids you should use 3 test tubes and if you have 3 liquids you should use 5 test tubes.
Handed out RA 2.1b, RA 2.2a
Students worked on these for the remainder of the class.
Tuesday, March 17, 2009
Tuesday, March 17, 2009 - Block 4A
Handed out pink sheet for dry lab for Distillation of Wood for those who did not hand it in. This is due by Friday of this week. It is a reduced write-up that will be graded at 80% of the available score and should allow students to recover some credit for the lab write-up.
Reviewed Thursday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
For today's lab, I had all the equipment in boxes so I didn't waste time handing out the computer equipment. It went much more smoothly. Every group finished with time to spare.
Students printed out their heating curves. We will discuss them next time.
Reviewed Thursday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
For today's lab, I had all the equipment in boxes so I didn't waste time handing out the computer equipment. It went much more smoothly. Every group finished with time to spare.
Students printed out their heating curves. We will discuss them next time.
Monday, March 16, 2009 - Block 4B
Handed out pink sheet for dry lab for Distillation of Wood for those who did not hand it in. This is due by Friday of this week. It is a reduced write-up that will be graded at 80% of the available score and should allow students to recover some credit for the lab write-up.
Reviewed last Wednesday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
Two groups used the old fashioned thermometers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
It took so long to set up the lab that many students only finished at the bell. I ended up having to take down the equipment after class.
Students printed out their heating curves. We will discuss them next time.
Reviewed last Wednesday's class:
Phases of matter: solid, liquid, gas
Solids have a definite shape and a definite volume
Liquids have a definite volume but take the shape of their container
Gases take the shape of their container and fill the container.
It takes energy to go from solid--> liquid --> gas
In today's lab we are going to add heat using a hot plate to a mixture of ice water, melt the water, heat the water, and boil the water.
Hypothesis: In your lab notebooks, sketch your prediction for the heating curve for this experiment, Temperature on the y-axis and adding energy or time on the x-axis.
We will assume the hot plate adds heat at a constant rate.
Explained how to set up the lab and how to use the computers.
Two groups used the old fashioned thermometers.
In this lab you need to wear goggles so long as the hot plates are on and you need to use the stirring rod to constantly stir the water so it has a uniform temperature throughout.
It took so long to set up the lab that many students only finished at the bell. I ended up having to take down the equipment after class.
Students printed out their heating curves. We will discuss them next time.
Thursday, March 12, 2009
Thursday, March 12, 2009 - Block 4A
Handed back separation of a mixture lab and went over important points.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Wednesday, March 11, 2009 - Block 4B
Handed back separation of a mixture lab and went over important points.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Handed back lab notebooks
3 points per dated stamped page
2 points per undated stamped page
Extra points for dated good notes
Students took notes on procedure to find the density of small solids.
Notes got stamped.
Students divided themselves up into "solids", "liquids", "gases"
We watched the Bill Nye video on Phases of Matters with me stopping the video often to explain and expand.
Students were instructed to do the solid, liquid, gas dance whenever that word came up.
Tuesday, March 10, 2009
Tuesday, March 10, 2009 - Block 4A
Collected Distillation of Wood Reports - collected them individually and checked off names to be sure I got all the papers.
Students drew "Advice" posters for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Students drew "Advice" posters for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Monday, March 9, 2009
Monday, March 9, 2009 - Block 4B
Collected Distillation of Wood Reports - collected them individually and checked off names to be sure I got all the papers.
Students drew "Advice" sheets for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Students drew "Advice" sheets for anyone doing the lab in the future. I collected them and read them all to the class - you need to follow this same advice when you do the Sludge Project.
Explained how to use the microscope to look at the salt crystals.
Demonstrated how to find the density of the gravel.
Students finished the Separation of Mixture Lab by looking at the crystals and finding the density of the gravel and the density of the slag.
When done with the lab, students handed in the sheet.
Student got the yellow textbooks and worked on RA 2.1a.
Friday, March 6, 2009
Thursday, Mar 5, 2009 - 4A
Reminded students that the write-up for the Distillation of Wood Lab is due next Tuesday. The lab should be typed but if they cannot type it then it must be very neatly hand written.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Wed March 4, 2009 - 4B
Reminded students that the write-up for the Distillation of Wood Lab is due next Tuesday. The lab should be typed but if they cannot type it then it must be very neatly hand written.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Reminded students that they should be writing a bit each night so that it doesn't come down to a massive amount of work at the end that they will rush to finish, or not be able to finish. By now students should be at least 75% of the way done. They should have completed:
.Cover page
.General Statement of Lab
.Designing the Investigation for Day 1 (Material list, Procedure, Full page diagram, Safety precautions)
.Collecting and Presenting Data for Day 1 (8 observations, data table, calculation section)
.Analyzing and Interpreting Data for Day 1 - Flow chart for Day 1 including what substances go into each box, what phase you have for each substance (solid, liquid, gas), what processes are indicated by the arrows and whether each process indicates a physical change or a chemical change.
.Designing the Investigation for Day 2 (Material list, Procedure, Full page diagram, Safety precautions)
Students should be working on the Summary for Day 1
. Summary: Summarize the results of your experiment in complete sentences.
. Questions:
. Conclusion: State a conclusion for your lab. Does this lab in any way relate to your life?
. Errors and Uncertainties
. Followup
Students also need to complete the write-up for Day 2 including
.Observations for Day 2 (at least 4)
. Analyzing and Interpreting Data - Flowchart summary of Day 2 of the experiment
. Summary
. Questions:
. Conclusion: State a conclusion for your lab.
. Errors and Uncertainties
. Followup
I answered any questions students had on the lab.
Students can get 2 extra credit points if they include a section on their cover sheet for their parents to sign verifying that they have read the report.
-------
Told students about the Sludge project and how it is a combination of 8 labs: (separation labs and identification labs)
Students need to keep notes on all of our preparation labs and keep the lab sheets so they will know what to do when they have to do the same labs for sludge.
Today we will do another separation lab with a bit of identification at the end.
Went through the procedure for the separation of a mixture lab, clearly telling students where to put all the substances they identify. For today, they should do everything except view the crystals under the microscope which will have to wait until the water has evaporated. If students do not finish the density analysis of the gravel and slag they can complete that next time.
Students did the Separation of the Mixture Lab and handed in their lab sheets.
Tues, Mar 3, 2009 - 4A
Reminded students that they should be keeping up with their write up and should have completed all of the Designing the Investigation parts for both Day 1 and 2. By now they should also have completed the Flow Chart for Day 1 and written up their Observations, Data Table and Calculation sections.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
Monday, Mar 2, 2009 - 4B
Reminded students that they should be keeping up with their write up and should have completed all of the Designing the Investigation parts for both Day 1 and 2. By now they should also have completed the Flow Chart for Day 1 and written up their Observations, Data Table and Calculation sections.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
I reviewed the Distillation of Wood - Day 2 procedures and told the students that when they were done, to put the substance in the designated container.
Students did Day 2 of the Distillation of Wood lab. It didn't take very long to complete, less than 30 min.
When students finished, I told them to continue writing up their lab reports so that they could ask me questions while in class.
Friday, Feb 27, 2009 - 4A
Reminded students to write up lab as they go and not leave it all for the end.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
Thursday, February 26, 2009
Thursday, Feb 26, 2009 - 4B
Reminded students to write up lab as they go and not leave it all for the end.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
By today, they should have written up the Cover Sheet, General Statement, Day 1 Material List, Procedure, Diagram, and Safety Procedures.
Talked about Day 2 of Lab.
Drew diagram of apparatus and explained procedure and safety precautions.
You stop when you have 1-1.5 cm left in original test tube.
When done, compare the two liquids and then mix them back together to see if you get back the original.
Safety:
1. Put 3-5 boiling chips in test tube before you start heating to regulate the boiling and prevent burps
2. Closely monitor to prevent overboiling. You can move the wire gauze to increase or decrease the heat.
3. Make sure the rubber tubing in the collection test tube is above the level of the collected liquid (so liquid is not sucked back up if the heat decreases) but below the level of the water in the Erlenmeyer Flask (to allow for condensation)
4. Do not fill the Erlenmeyer Flask up so high that you spill water into the collection test tube.
For homework, students are to work on Day 2 material list, procedures, diagram, and safety.
Also went over flow chart and explained how to construct it.
Students started another run of Day 1 at about 2 pm and finished by 2:30 pm.
Wednesday, Feb 25, 2009 - 4A
Collected preliminary work from anyone who had completed it.
Based on their preferences, I chose lab partners.
Students did Day 1 of Distillation of Wood Lab.
Based on their preferences, I chose lab partners.
Students did Day 1 of Distillation of Wood Lab.
Tuesday, Feb 24, 2009 - 4B
Handed out green-sheet showing what was expected in lab write-up.
Students did Day 1 of Distillation of Wood Lab. I let students choose their own lab partners.
Students did Day 1 of Distillation of Wood Lab. I let students choose their own lab partners.
Monday, Feb 23, 2009 - 4A
Went over Distillation of Wood Lab - Day 1
Sketched diagram of apparatus on board, explained procedures and safety precautions.
Safety: Put 7 popsicle sticks in the burning test tube. You want to fill it but not over-cram it.
2. Attach test tube clamp just at the rubber stopper to prevent melting the rubber stopper. Do not move the alcohol lamp beyond this clamp.
3. The glass L coming from the burning test tube needs to be below the level of ice water in the Erlenmeyer flask so the gas has a chance to condense.
4. Hold the mason jar upright so it doesn't tip over when filling with gas.
5. Make sure you remove the rubber tubing from the water before shutting off the lamp.
Handed out green-sheet showing what was expected in the lab write-up.
Students practices lighting and extinguishing the alcohol lamps.
Students drew pictures of lab equipment.
Students filled out slips of paper with their top 3 choices for lab partners.
Sketched diagram of apparatus on board, explained procedures and safety precautions.
Safety: Put 7 popsicle sticks in the burning test tube. You want to fill it but not over-cram it.
2. Attach test tube clamp just at the rubber stopper to prevent melting the rubber stopper. Do not move the alcohol lamp beyond this clamp.
3. The glass L coming from the burning test tube needs to be below the level of ice water in the Erlenmeyer flask so the gas has a chance to condense.
4. Hold the mason jar upright so it doesn't tip over when filling with gas.
5. Make sure you remove the rubber tubing from the water before shutting off the lamp.
Handed out green-sheet showing what was expected in the lab write-up.
Students practices lighting and extinguishing the alcohol lamps.
Students drew pictures of lab equipment.
Students filled out slips of paper with their top 3 choices for lab partners.
Friday, Feb 20, 2009 - 4B
Went over Distillation of Wood Lab - Day 1
Sketched diagram of apparatus on board, explained procedures and safety precautions.
Safety: Put 7 popsicle sticks in the burning test tube. You want to fill it but not over-cram it.
2. Attach test tube clamp just at the rubber stopper to prevent melting the rubber stopper. Do not move the alcohol lamp beyond this clamp.
3. The glass L coming from the burning test tube needs to be below the level of ice water in the Erlenmeyer flask so the gas has a chance to condense.
4. Hold the mason jar upright so it doesn't tip over when filling with gas.
5. Make sure you remove the rubber tubing from the water before shutting off the lamp.
Started going over how to do the write-up.
Students practices lighting and extinguishing the alcohol lamps.
Students did a trial set-up of the Day 1 apparatus.
Sketched diagram of apparatus on board, explained procedures and safety precautions.
Safety: Put 7 popsicle sticks in the burning test tube. You want to fill it but not over-cram it.
2. Attach test tube clamp just at the rubber stopper to prevent melting the rubber stopper. Do not move the alcohol lamp beyond this clamp.
3. The glass L coming from the burning test tube needs to be below the level of ice water in the Erlenmeyer flask so the gas has a chance to condense.
4. Hold the mason jar upright so it doesn't tip over when filling with gas.
5. Make sure you remove the rubber tubing from the water before shutting off the lamp.
Started going over how to do the write-up.
Students practices lighting and extinguishing the alcohol lamps.
Students did a trial set-up of the Day 1 apparatus.
Thursday, Feb 19, 2009 - 4A
Handed back waves test. Went over any questions and then collected tests.
Finished reviewing safety contract.
Introduced and identified lab equipment explaining several safety precautions.
Students took safety quiz
Collected signed safety contracts, students who did not hand them in need to hand them in next time.
Finished reviewing safety contract.
Introduced and identified lab equipment explaining several safety precautions.
Students took safety quiz
Collected signed safety contracts, students who did not hand them in need to hand them in next time.
Wednesday, February 18, 2009
Wednesday, Feb 18, 2009 - Block 4B
Handed back waves test. Went over any questions and then collected tests.
Finished reviewing safety contract.
Introduced and identified lab equipment explaining several safety precautions.
Students took safety quiz
Students drew pictures of lab equipment.
Collected signed safety contracts, students who did not hand them in need to hand them in next time.
Equipment quiz next time.
Finished reviewing safety contract.
Introduced and identified lab equipment explaining several safety precautions.
Students took safety quiz
Students drew pictures of lab equipment.
Collected signed safety contracts, students who did not hand them in need to hand them in next time.
Equipment quiz next time.
Tuesday, Feb 17, 2009 - Block 4A
Waves Test - Took about 50 minutes
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
We will have a quiz on safety next period. You must pass the safety quiz in order to be able to do the chemistry experiments.
Starting safety video. Students showed disrespectful behavior so I stopped the video and had them sit quietly and read the safety contract for the rest of the period.
At the end of class, I told them I hoped we would get off to a better start on chemistry next period.
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
We will have a quiz on safety next period. You must pass the safety quiz in order to be able to do the chemistry experiments.
Starting safety video. Students showed disrespectful behavior so I stopped the video and had them sit quietly and read the safety contract for the rest of the period.
At the end of class, I told them I hoped we would get off to a better start on chemistry next period.
Friday, February 13, 2009
Friday, Feb 13, 2009 - Block 4B
Waves Test - Took about 45 minutes
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
We will have a quiz on safety next period. You must pass the safety quiz in order to be able to do the chemistry experiments.
Watched safety video. I stopped it often for comments.
Went over the safety contract. Didn't quite finish first page.
Handed out safety contract and equipment list. Safety contract needs to be read, signed by parents and returned before students can do any chemistry lab.
We will have a quiz on safety next period. You must pass the safety quiz in order to be able to do the chemistry experiments.
Watched safety video. I stopped it often for comments.
Went over the safety contract. Didn't quite finish first page.
Thursday, Feb 12, 2009 - Block 4A
Had students take out planners and write in them that there is a test on waves next Tuesday.
Students took out notebooks.
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
Went over RA 11.2a, RA 11.2b
Gave out Wave Vocab matching exercise and Wave Crossword for review.
Students took out notebooks.
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
Went over RA 11.2a, RA 11.2b
Gave out Wave Vocab matching exercise and Wave Crossword for review.
Wednesday, Feb 11, 2009 - Block 4B
Had students take out planners and write in them that there is a test on waves on Friday.
Students took out notebooks.
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
Went over RA 11.2a, RA 11.2b
Gave out Wave Vocab matching exercise and Wave Crossword for review.
Students took out notebooks.
Gave students 3 minutes to list every demo and lab, no matter how big or small, we did about waves. Asked how many students had 10 or more, 8 or more, 5 or more, at least 2.
Went around the room asking for the demos and labs and then what the main idea behind it was.
1. Slinky lab - create transverse and longitudinal waves, show the relationships between energy, frequency, and wavelength, show standing waves with nodes and antinodes.
2. Oscilloscope lab with frequency generator - show that high pitch waves have high frequency and short wavelengths
3. Oscilloscope lab with microphone - students talk or whistle into microphone. See "voice prints". Again see that high frequency and high pitch sounds have short wavelengths
4. Singing rods - the shorter rods created shorter wavelength, higher pitched sounds
5. Gong Grates - sound travels at different speeds in different materials
6. Thunder Tube - Speed of sound. You see a flash of lightning and then count the seconds until you hear the thunder. 5 seconds for every mile away.
7. People waves - show difference between transverse and longitudinal waves
8. Student leaves room - diffraction - you can hear around corners but not see around corners because the longer wavelength sound waves are bent (diffracted) more
9. Pencil in water - refraction - light is bent when it goes from one medium into another due to differences in wave speed.
10. Mirror - reflection - angle of incoming wave = angle of outgoing wave
11. Belly dancing tuning fork - waves are caused by vibrations. A wave is a wiggle that moves through space. Also see nodes and antinodes.
12. Straw Duck Calls - longer straws create longer wavelengths and lower pitch
13. Pull-a-tune - the longer bars created longer wavelength, lower pitched sounds
Went over RA 11.2a, RA 11.2b
Gave out Wave Vocab matching exercise and Wave Crossword for review.
Tuesday, Feb 10, 2009 - Block 4A
Sent a student out of the room and around the corner. Asked if they could hear me? see me? The sound waves bend around the corners so you can hear around corners. The light bends a little too, but it has a short wavelength so it does not bend as much.
Diffraction - the bending of a wave around a barrier or through an opening. The longer the wavelength, the greater the bending. Sound waves have a much longer wavelength than light so sound bends more. You can hear around corners but not see around corners due to diffraction.
Put a pencil in a cup of water. It appeared to be bent. This was due to refraction.
Refraction - the bending of a wave as it goes from one material into another.
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror. Held it up so one person could see the image of another. I then moved the mirror to the side and the first person could no longer see the image of the second. The angle of the incoming wave (incident wave) is equal to the angle of the outgoing (reflected) wave.
Showed belly-dancing tuning fork with computer. Waves are caused by vibrations. Waves are wiggles that move through space. If you look closely you can also see nodes and antinodes.
Brought out singing rods since we hadn't done this in this class. Shorter rod created a much higher pitch and shorter wavelength.
Went over RA 11.1
Handed out RA 11.2a, RA 11.2b and allowed students to get books and work on the reading assignments in class.
Diffraction - the bending of a wave around a barrier or through an opening. The longer the wavelength, the greater the bending. Sound waves have a much longer wavelength than light so sound bends more. You can hear around corners but not see around corners due to diffraction.
Put a pencil in a cup of water. It appeared to be bent. This was due to refraction.
Refraction - the bending of a wave as it goes from one material into another.
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror. Held it up so one person could see the image of another. I then moved the mirror to the side and the first person could no longer see the image of the second. The angle of the incoming wave (incident wave) is equal to the angle of the outgoing (reflected) wave.
Showed belly-dancing tuning fork with computer. Waves are caused by vibrations. Waves are wiggles that move through space. If you look closely you can also see nodes and antinodes.
Brought out singing rods since we hadn't done this in this class. Shorter rod created a much higher pitch and shorter wavelength.
Went over RA 11.1
Handed out RA 11.2a, RA 11.2b and allowed students to get books and work on the reading assignments in class.
Monday, Feb 9, 2009 - Block 4B
Sent a student out of the room and around the corner. Asked if they could hear me? see me? The sound waves bend around the corners so you can hear around corners. The light bends a little too, but it has a short wavelength so it does not bend as much.
Diffraction - the bending of a wave around a barrier or through an opening. The longer the wavelength, the greater the bending. Sound waves have a much longer wavelength than light so sound bends more. You can hear around corners but not see around corners due to diffraction.
Put a pencil in a cup of water. It appeared to be bent. This was due to refraction.
Refraction - the bending of a wave as it goes from one material into another.
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror. Held it up so one person could see the image of another. I then moved the mirror to the side and the first person could no longer see the image of the second. The angle of the incoming wave (incident wave) is equal to the angle of the outgoing (reflected) wave.
Showed belly-dancing tuning fork with computer. Waves are caused by vibrations. Waves are wiggles that move through space. If you look closely you can also see nodes and antinodes.
Went over RA 11.1
Handed out RA 11.2a, RA 11.2b and allowed students to get books and work on the reading assignments in class.
Diffraction - the bending of a wave around a barrier or through an opening. The longer the wavelength, the greater the bending. Sound waves have a much longer wavelength than light so sound bends more. You can hear around corners but not see around corners due to diffraction.
Put a pencil in a cup of water. It appeared to be bent. This was due to refraction.
Refraction - the bending of a wave as it goes from one material into another.
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror. Held it up so one person could see the image of another. I then moved the mirror to the side and the first person could no longer see the image of the second. The angle of the incoming wave (incident wave) is equal to the angle of the outgoing (reflected) wave.
Showed belly-dancing tuning fork with computer. Waves are caused by vibrations. Waves are wiggles that move through space. If you look closely you can also see nodes and antinodes.
Went over RA 11.1
Handed out RA 11.2a, RA 11.2b and allowed students to get books and work on the reading assignments in class.
Friday, Feb 6, 2009 - Block 4A
Went around room and asked students what they told their parents about what they did the last class.
Asked if students had tried the Quia activities on waves.
Quiz on "Name That Sound"
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups and explained the lab.
Do NOT let go of the slinky or it can get tangled.
Keep the slinky on the ground, NO up and down waves.
Leave enough space so that you do NOT tangle your slinky with others.
If you tangle the slinky and I cannot fix it easily, the cost to you is $10
In groups of more than two, swap off so everyone can make the waves.
On the back of the lab sheet, sketch the waves for numbers 1, 2, 20 - 23
For 1 - Sketch a transverse wave. Label the peak, trough, wavelength, amplitude
For 2 - Sketch a longitudinal wave. Label the compression, rarefaction, wavelength
Sketch 20-23 and label the nodes and antinodes.
Did lab in hallway. Afina and I went around and asked students to show us the various waves.
Came back into the classroom. Handed out Yellow Books and Reading Assignment 11.1. Students worked on it for most of the rest of the period.
Towards the end of the period I asked students to write in their notebooks a summary of the day's activities and get the notebooks stamped.
I also reviewed the content objectives and said there might be a quiz next period on the material.
Content objectives:
Student will be able to:
. Longitudinal and transverse waves
. Identify crest, trough, wavelength, compression, rarefaction and correctly associate these with the correct waves.
. Describe the differences between amplitude, wavelength, and frequency
. Explain the relationship between frequency, wavelength, and energy
. Identify nodes and antinodes in a standing wave
Asked if students had tried the Quia activities on waves.
Quiz on "Name That Sound"
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups and explained the lab.
Do NOT let go of the slinky or it can get tangled.
Keep the slinky on the ground, NO up and down waves.
Leave enough space so that you do NOT tangle your slinky with others.
If you tangle the slinky and I cannot fix it easily, the cost to you is $10
In groups of more than two, swap off so everyone can make the waves.
On the back of the lab sheet, sketch the waves for numbers 1, 2, 20 - 23
For 1 - Sketch a transverse wave. Label the peak, trough, wavelength, amplitude
For 2 - Sketch a longitudinal wave. Label the compression, rarefaction, wavelength
Sketch 20-23 and label the nodes and antinodes.
Did lab in hallway. Afina and I went around and asked students to show us the various waves.
Came back into the classroom. Handed out Yellow Books and Reading Assignment 11.1. Students worked on it for most of the rest of the period.
Towards the end of the period I asked students to write in their notebooks a summary of the day's activities and get the notebooks stamped.
I also reviewed the content objectives and said there might be a quiz next period on the material.
Content objectives:
Student will be able to:
. Longitudinal and transverse waves
. Identify crest, trough, wavelength, compression, rarefaction and correctly associate these with the correct waves.
. Describe the differences between amplitude, wavelength, and frequency
. Explain the relationship between frequency, wavelength, and energy
. Identify nodes and antinodes in a standing wave
Thursday, February 5, 2009
Thursday, Feb 5, 2009 - Block 4B
Went around room and asked students what they told their parents about what they did the last class.
Asked if students had tried the Quia activities on waves.
Quiz on "Name That Sound"
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups and explained the lab.
Do NOT let go of the slinky or it can get tangled.
Keep the slinky on the ground, NO up and down waves.
Leave enough space so that you do NOT tangle your slinky with others.
If you tangle the slinky and I cannot fix it easily, the cost to you is $10
In groups of more than two, swap off so everyone can make the waves.
On the back of the lab sheet, sketch the waves for numbers 1, 2, 20 - 23
For 1 - Sketch a transverse wave. Label the peak, trough, wavelength, amplitude
For 2 - Sketch a longitudinal wave. Label the compression, rarefaction, wavelength
Sketch 20-23 and label the nodes and antinodes.
Did lab in hallway. Afina and I went around and asked students to show us the various waves.
Came back into the classroom. Handed out Yellow Books and Reading Assignment 11.1. Students worked on it for most of the rest of the period.
Towards the end of the period I asked students to write in their notebooks a summary of the day's activities and get the notebooks stamped.
I also reviewed the content objectives and said there might be a quiz next period on the material.
Content objectives:
Student will be able to:
. Longitudinal and transverse waves
. Identify crest, trough, wavelength, compression, rarefaction and correctly associate these with the correct waves.
. Describe the differences between amplitude, wavelength, and frequency
. Explain the relationship between frequency, wavelength, and energy
. Identify nodes and antinodes in a standing wave
Asked if students had tried the Quia activities on waves.
Quiz on "Name That Sound"
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups and explained the lab.
Do NOT let go of the slinky or it can get tangled.
Keep the slinky on the ground, NO up and down waves.
Leave enough space so that you do NOT tangle your slinky with others.
If you tangle the slinky and I cannot fix it easily, the cost to you is $10
In groups of more than two, swap off so everyone can make the waves.
On the back of the lab sheet, sketch the waves for numbers 1, 2, 20 - 23
For 1 - Sketch a transverse wave. Label the peak, trough, wavelength, amplitude
For 2 - Sketch a longitudinal wave. Label the compression, rarefaction, wavelength
Sketch 20-23 and label the nodes and antinodes.
Did lab in hallway. Afina and I went around and asked students to show us the various waves.
Came back into the classroom. Handed out Yellow Books and Reading Assignment 11.1. Students worked on it for most of the rest of the period.
Towards the end of the period I asked students to write in their notebooks a summary of the day's activities and get the notebooks stamped.
I also reviewed the content objectives and said there might be a quiz next period on the material.
Content objectives:
Student will be able to:
. Longitudinal and transverse waves
. Identify crest, trough, wavelength, compression, rarefaction and correctly associate these with the correct waves.
. Describe the differences between amplitude, wavelength, and frequency
. Explain the relationship between frequency, wavelength, and energy
. Identify nodes and antinodes in a standing wave
Wednesday, February 4, 2009
Wednesday, Feb 4, 2009 - Block 4A
New seating chart.
Handed out new notebooks.
Students wrote name and PHYSICAL SCIENCE on the outside cover.
On inside cover of notebook, students wrote down Quia site:
www.quia.com/profiles/rholmes100
I went around and gave each student their username and password to write in their notebooks.
Students stood up, sat down and wave went around the room.
Look at that! People moved up and down, but disturbance went side to side. In a wave, particles, in this case the people, stay pretty much in one spot but the wave can travel far away.
Energy moves in waves.
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
Both of these cards show energy moving in waves.
These are both green cards showing energy being transferred (remember, blue cards show stored energy).
If I want to get your attention, I could walk up to you and tap you on the shoulder. I could also throw a ball at you and when it hit you you would turn around. Or...I could say, "Hi". In the first two cases, something material traveled from me to you, either me or the ball. In the second case, energy moved in a wave. When I spoke, I jiggled the air molecules near my mouth which hit other air molecules near them and so on until they jiggled air molecules near your ear. The air molecules near my mouth were NOT the same that jiggled your ear. The energy moved in a wave.
Content objective - students will be able to describe a wave. A disturbance carrying energy without anything material traveling from one place to another.
Demonstrated how sound worked by lining up students. A push on a person at one end caused a push on the next and so on. The pushes were side to side and the disturbance traveled side to side. The person at one end did NOT go to the other end. This kind of wave in which the motion of the particles, in this case people atoms, is side-to-side and the wave travels along in the same direction is called a longitudinal wave. The wave travels a-long the same direction as the motion of the particles. This is how sound travels.
In their notebooks, students sketched the row of people and showed the side to side motion. They labeled this as "longitudinal wave" and wrote down "sound" as an example.
Next the students raised and lowered their arms. This time the motion was up and down but the wave traveled side-to-side. I demonstrated the two directions with my arms. If the arms are at 90 degrees, the two motions are perpendicular. A wave in which the motion of the individual particles (people atoms) is up and down but the wave moves perpendicular to this (side-to-side) is called a transverse wave. An example is light.
The up and down motion is a wiggle or vibration. If the wiggle moves, we get a wave. Showed on whiteboard. Up and down, and then moving side to side made a wave shape. There are ups and downs and the pattern repeats. The distance between one peak to the next is the wavelength. The wavelength is the distance between two identical points on the wave. The high points of a transverse wave are called the crests (just like the crest of a water wave) and the low points are called troughs. Horses used to drink out of basins called troughs.
Slinky demo. Moving hand back and forth sets up a transverse wave in the slinky. If you do something often, we say you do it frequently. If you move your hand back and forth quickly, you move with high frequency. If you move back and forth slowly, your frequency is low. A high frequency motion sets up a wave in which the peaks are close together, the wavelength is short. A low frequency motion sets up a long lazy wave - long wavelength with the peaks far apart. The volume control is also called an amplifier. The size of the wave, how big it gets from the center position is called the amplitude. We generated several waves varying the amplitude, frequency. If you move with high frequency or high amplitude or both, it takes more energy.
High frequency = high energy = short wavelength
Low frequency = low energy = long wavelength
High amplitude = higher energy
Generated longitudinal waves in slinky. Showed that in some places the coils were close and in others they were spread apart. Sketched this pattern on the board. The parts were the coils are close or compressed are called compressions. The parts where they are far apart or "rare" are called rarefactions.
We generated several types of longitudinal waves varying the frequency and amplitude and observing the wavelength.
Content objective: Students will be able to describe using examples the differences between longitudinal and transverse waves and give examples of each.
Content objective: Students will be able to identify the features of longitudinal and transverse waves on a diagram.
Content objective: Students will be able to explain the relationship between frequency, energy, and wavelength of a wave.
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds. Hooked up microphone and checked whistles and o's and e's for frequency and pitch and wavelength. Spoke into microphone and saw voice print.
Long wavelength, low frequency, low pitch.
Showed pull-a-tune xylophone. Longer bar produces lower pitch, longer wavelength.
Demonstrated straw duck calls. Longer straw produces lower pitch, longer wavelength.
Students made duck calls.
Finished by stamping students notebooks
There are some quia activities involving wave vocabulary that Students should look at.
Handed out new notebooks.
Students wrote name and PHYSICAL SCIENCE on the outside cover.
On inside cover of notebook, students wrote down Quia site:
www.quia.com/profiles/rholmes100
I went around and gave each student their username and password to write in their notebooks.
Students stood up, sat down and wave went around the room.
Look at that! People moved up and down, but disturbance went side to side. In a wave, particles, in this case the people, stay pretty much in one spot but the wave can travel far away.
Energy moves in waves.
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
Both of these cards show energy moving in waves.
These are both green cards showing energy being transferred (remember, blue cards show stored energy).
If I want to get your attention, I could walk up to you and tap you on the shoulder. I could also throw a ball at you and when it hit you you would turn around. Or...I could say, "Hi". In the first two cases, something material traveled from me to you, either me or the ball. In the second case, energy moved in a wave. When I spoke, I jiggled the air molecules near my mouth which hit other air molecules near them and so on until they jiggled air molecules near your ear. The air molecules near my mouth were NOT the same that jiggled your ear. The energy moved in a wave.
Content objective - students will be able to describe a wave. A disturbance carrying energy without anything material traveling from one place to another.
Demonstrated how sound worked by lining up students. A push on a person at one end caused a push on the next and so on. The pushes were side to side and the disturbance traveled side to side. The person at one end did NOT go to the other end. This kind of wave in which the motion of the particles, in this case people atoms, is side-to-side and the wave travels along in the same direction is called a longitudinal wave. The wave travels a-long the same direction as the motion of the particles. This is how sound travels.
In their notebooks, students sketched the row of people and showed the side to side motion. They labeled this as "longitudinal wave" and wrote down "sound" as an example.
Next the students raised and lowered their arms. This time the motion was up and down but the wave traveled side-to-side. I demonstrated the two directions with my arms. If the arms are at 90 degrees, the two motions are perpendicular. A wave in which the motion of the individual particles (people atoms) is up and down but the wave moves perpendicular to this (side-to-side) is called a transverse wave. An example is light.
The up and down motion is a wiggle or vibration. If the wiggle moves, we get a wave. Showed on whiteboard. Up and down, and then moving side to side made a wave shape. There are ups and downs and the pattern repeats. The distance between one peak to the next is the wavelength. The wavelength is the distance between two identical points on the wave. The high points of a transverse wave are called the crests (just like the crest of a water wave) and the low points are called troughs. Horses used to drink out of basins called troughs.
Slinky demo. Moving hand back and forth sets up a transverse wave in the slinky. If you do something often, we say you do it frequently. If you move your hand back and forth quickly, you move with high frequency. If you move back and forth slowly, your frequency is low. A high frequency motion sets up a wave in which the peaks are close together, the wavelength is short. A low frequency motion sets up a long lazy wave - long wavelength with the peaks far apart. The volume control is also called an amplifier. The size of the wave, how big it gets from the center position is called the amplitude. We generated several waves varying the amplitude, frequency. If you move with high frequency or high amplitude or both, it takes more energy.
High frequency = high energy = short wavelength
Low frequency = low energy = long wavelength
High amplitude = higher energy
Generated longitudinal waves in slinky. Showed that in some places the coils were close and in others they were spread apart. Sketched this pattern on the board. The parts were the coils are close or compressed are called compressions. The parts where they are far apart or "rare" are called rarefactions.
We generated several types of longitudinal waves varying the frequency and amplitude and observing the wavelength.
Content objective: Students will be able to describe using examples the differences between longitudinal and transverse waves and give examples of each.
Content objective: Students will be able to identify the features of longitudinal and transverse waves on a diagram.
Content objective: Students will be able to explain the relationship between frequency, energy, and wavelength of a wave.
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds. Hooked up microphone and checked whistles and o's and e's for frequency and pitch and wavelength. Spoke into microphone and saw voice print.
Long wavelength, low frequency, low pitch.
Showed pull-a-tune xylophone. Longer bar produces lower pitch, longer wavelength.
Demonstrated straw duck calls. Longer straw produces lower pitch, longer wavelength.
Students made duck calls.
Finished by stamping students notebooks
There are some quia activities involving wave vocabulary that Students should look at.
Tuesday, February 3, 2009
Tuesday, Feb 3, 2009 - Block 4B
New Semester!!...and Afina is here to help
New seating chart.
Handed out new notebooks.
Students wrote name and PHYSICAL SCIENCE on the outside cover.
Handed out 3 Tiger Passes and stamped them.
On inside cover of notebook, students wrote down Quia site:
www.quia.com/profiles/rholmes100
I went around and gave each student their username and password to write in their notebooks.
Students stood up, sat down and wave went around the room.
Look at that! People moved up and down, but disturbance went side to side. In a wave, particles, in this case the people, stay pretty much in one spot but the wave can travel far away.
Energy moves in waves.
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
Both of these cards show energy moving in waves.
These are both green cards showing energy being transferred (remember, blue cards show stored energy).
If I want to get your attention, I could walk up to you and tap you on the shoulder. I could also throw a ball at you and when it hit you you would turn around. Or...I could say, "Hi". In the first two cases, something material traveled from me to you, either me or the ball. In the second case, energy moved in a wave. When I spoke, I jiggled the air molecules near my mouth which hit other air molecules near them and so on until they jiggled air molecules near your ear. The air molecules near my mouth were NOT the same that jiggled your ear. The energy moved in a wave.
Content objective - students will be able to describe a wave. A disturbance carrying energy without anything material traveling from one place to another.
Demonstrated how sound worked by lining up students. A push on a person at one end caused a push on the next and so on. The pushes were side to side and the disturbance traveled side to side. The person at one end did NOT go to the other end. This kind of wave in which the motion of the particles, in this case people atoms, is side-to-side and the wave travels along in the same direction is called a longitudinal wave. The wave travels a-long the same direction as the motion of the particles. This is how sound travels.
In their notebooks, students sketched the row of people and showed the side to side motion. They labeled this as "longitudinal wave" and wrote down "sound" as an example.
Next the students raised and lowered their arms. This time the motion was up and down but the wave traveled side-to-side. I demonstrated the two directions with my arms. If the arms are at 90 degrees, the two motions are perpendicular. A wave in which the motion of the individual particles (people atoms) is up and down but the wave moves perpendicular to this (side-to-side) is called a transverse wave. An example is light.
The up and down motion is a wiggle or vibration. If the wiggle moves, we get a wave. Showed on whiteboard. Up and down, and then moving side to side made a wave shape. There are ups and downs and the pattern repeats. The distance between one peak to the next is the wavelength. The wavelength is the distance between two identical points on the wave. The high points of a transverse wave are called the crests (just like the crest of a water wave) and the low points are called troughs. Horses used to drink out of basins called troughs.
Slinky demo. Moving hand back and forth sets up a transverse wave in the slinky. If you do something often, we say you do it frequently. If you move your hand back and forth quickly, you move with high frequency. If you move back and forth slowly, your frequency is low. A high frequency motion sets up a wave in which the peaks are close together, the wavelength is short. A low frequency motion sets up a long lazy wave - long wavelength with the peaks far apart. The volume control is also called an amplifier. The size of the wave, how big it gets from the center position is called the amplitude. We generated several waves varying the amplitude, frequency. If you move with high frequency or high amplitude or both, it takes more energy.
High frequency = high energy = short wavelength
Low frequency = low energy = long wavelength
High amplitude = higher energy
Generated longitudinal waves in slinky. Showed that in some places the coils were close and in others they were spread apart. Sketched this pattern on the board. The parts were the coils are close or compressed are called compressions. The parts where they are far apart or "rare" are called rarefactions.
We generated several types of longitudinal waves varying the frequency and amplitude and observing the wavelength.
Content objective: Students will be able to describe using examples the differences between longitudinal and transverse waves and give examples of each.
Content objective: Students will be able to identify the features of longitudinal and transverse waves on a diagram.
Content objective: Students will be able to explain the relationship between frequency, energy, and wavelength of a wave.
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds. Hooked up microphone and checked whistles and o's and e's for frequency and pitch and wavelength. Spoke into microphone and saw voice print.
Long wavelength, low frequency, low pitch.
Showed pull-a-tune xylophone. Longer bar produces lower pitch, longer wavelength.
Demonstrated straw duck calls. Longer straw produces lower pitch, longer wavelength.
Students made duck calls.
Demonstrated singing rods. Again, longer rod produces lower pitch and longer wavelength.
Finished by stamping students notebooks
There are some quia activities involving wave vocabulary that they should look at.
A very good class today.
New seating chart.
Handed out new notebooks.
Students wrote name and PHYSICAL SCIENCE on the outside cover.
Handed out 3 Tiger Passes and stamped them.
On inside cover of notebook, students wrote down Quia site:
www.quia.com/profiles/rholmes100
I went around and gave each student their username and password to write in their notebooks.
Students stood up, sat down and wave went around the room.
Look at that! People moved up and down, but disturbance went side to side. In a wave, particles, in this case the people, stay pretty much in one spot but the wave can travel far away.
Energy moves in waves.
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
Both of these cards show energy moving in waves.
These are both green cards showing energy being transferred (remember, blue cards show stored energy).
If I want to get your attention, I could walk up to you and tap you on the shoulder. I could also throw a ball at you and when it hit you you would turn around. Or...I could say, "Hi". In the first two cases, something material traveled from me to you, either me or the ball. In the second case, energy moved in a wave. When I spoke, I jiggled the air molecules near my mouth which hit other air molecules near them and so on until they jiggled air molecules near your ear. The air molecules near my mouth were NOT the same that jiggled your ear. The energy moved in a wave.
Content objective - students will be able to describe a wave. A disturbance carrying energy without anything material traveling from one place to another.
Demonstrated how sound worked by lining up students. A push on a person at one end caused a push on the next and so on. The pushes were side to side and the disturbance traveled side to side. The person at one end did NOT go to the other end. This kind of wave in which the motion of the particles, in this case people atoms, is side-to-side and the wave travels along in the same direction is called a longitudinal wave. The wave travels a-long the same direction as the motion of the particles. This is how sound travels.
In their notebooks, students sketched the row of people and showed the side to side motion. They labeled this as "longitudinal wave" and wrote down "sound" as an example.
Next the students raised and lowered their arms. This time the motion was up and down but the wave traveled side-to-side. I demonstrated the two directions with my arms. If the arms are at 90 degrees, the two motions are perpendicular. A wave in which the motion of the individual particles (people atoms) is up and down but the wave moves perpendicular to this (side-to-side) is called a transverse wave. An example is light.
The up and down motion is a wiggle or vibration. If the wiggle moves, we get a wave. Showed on whiteboard. Up and down, and then moving side to side made a wave shape. There are ups and downs and the pattern repeats. The distance between one peak to the next is the wavelength. The wavelength is the distance between two identical points on the wave. The high points of a transverse wave are called the crests (just like the crest of a water wave) and the low points are called troughs. Horses used to drink out of basins called troughs.
Slinky demo. Moving hand back and forth sets up a transverse wave in the slinky. If you do something often, we say you do it frequently. If you move your hand back and forth quickly, you move with high frequency. If you move back and forth slowly, your frequency is low. A high frequency motion sets up a wave in which the peaks are close together, the wavelength is short. A low frequency motion sets up a long lazy wave - long wavelength with the peaks far apart. The volume control is also called an amplifier. The size of the wave, how big it gets from the center position is called the amplitude. We generated several waves varying the amplitude, frequency. If you move with high frequency or high amplitude or both, it takes more energy.
High frequency = high energy = short wavelength
Low frequency = low energy = long wavelength
High amplitude = higher energy
Generated longitudinal waves in slinky. Showed that in some places the coils were close and in others they were spread apart. Sketched this pattern on the board. The parts were the coils are close or compressed are called compressions. The parts where they are far apart or "rare" are called rarefactions.
We generated several types of longitudinal waves varying the frequency and amplitude and observing the wavelength.
Content objective: Students will be able to describe using examples the differences between longitudinal and transverse waves and give examples of each.
Content objective: Students will be able to identify the features of longitudinal and transverse waves on a diagram.
Content objective: Students will be able to explain the relationship between frequency, energy, and wavelength of a wave.
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds. Hooked up microphone and checked whistles and o's and e's for frequency and pitch and wavelength. Spoke into microphone and saw voice print.
Long wavelength, low frequency, low pitch.
Showed pull-a-tune xylophone. Longer bar produces lower pitch, longer wavelength.
Demonstrated straw duck calls. Longer straw produces lower pitch, longer wavelength.
Students made duck calls.
Demonstrated singing rods. Again, longer rod produces lower pitch and longer wavelength.
Finished by stamping students notebooks
There are some quia activities involving wave vocabulary that they should look at.
A very good class today.
Monday, February 2, 2009
Monday, Feb 2, 2009 - Block 4A
Made the mistake of letting students choose their own seats. Students were disruptive and abused the privilege. Will assign seats next period.
Handed back and went over final exam. Students were not interested.
Told students final grades for Semester 1.
Handed out worksheet for Bill Nye video on waves.
I would like to redo the video in the class.
Didn't quite finish - didn't get to echo, sonar, or song.
Collected sheets anyway
Handed back and went over final exam. Students were not interested.
Told students final grades for Semester 1.
Handed out worksheet for Bill Nye video on waves.
I would like to redo the video in the class.
Didn't quite finish - didn't get to echo, sonar, or song.
Collected sheets anyway
Friday, January 30, 2009
Wednesday, Jan 28, 2009 - Block 4B
Final Exam
After the test I asked for fist of 5 responses.
1. Was it a fair test - most students indicated yes.
2. Did students find the quia helpful? Those that actually accessed it, found it very helpful. Most students did not use it.
3. Would you be willing to take tests like this online through quia instead of using the hard copy. This would save paper. Many, but not all, students would be willing to give it a try.
After the test I asked for fist of 5 responses.
1. Was it a fair test - most students indicated yes.
2. Did students find the quia helpful? Those that actually accessed it, found it very helpful. Most students did not use it.
3. Would you be willing to take tests like this online through quia instead of using the hard copy. This would save paper. Many, but not all, students would be willing to give it a try.
Tuesday, Jan 27, 2009 - Block 4A
Final Exam
After the test I asked for fist of 5 responses.
1. Was it a fair test - most students indicated yes.
2. Did students find the quia helpful? Those that actually accessed it, found it very helpful. Most students did not use it.
3. Would you be willing to take tests like this online through quia instead of using the hard copy. This would save paper. Many, but not all, students would be willing to give it a try.
After the test I asked for fist of 5 responses.
1. Was it a fair test - most students indicated yes.
2. Did students find the quia helpful? Those that actually accessed it, found it very helpful. Most students did not use it.
3. Would you be willing to take tests like this online through quia instead of using the hard copy. This would save paper. Many, but not all, students would be willing to give it a try.
Monday, Jan 26, 2009 - Block 4B
Handed back graded Energy Worksheets
Energy Card Test - Students finished at 2:00 pm
Handed out Review Packet for Final Exam and gave students time to work on it in class.
I went around, answered any questions, and made my answer key available.
Told students to check quia for additional review exercises. Over the weekend, I put most of the review packet on quia so students could practice and check their answers.
Final on Wednesday, Jan 28, 2009
Closed book, no notes.
Energy Card Test - Students finished at 2:00 pm
Handed out Review Packet for Final Exam and gave students time to work on it in class.
I went around, answered any questions, and made my answer key available.
Told students to check quia for additional review exercises. Over the weekend, I put most of the review packet on quia so students could practice and check their answers.
Final on Wednesday, Jan 28, 2009
Closed book, no notes.
Friday, Jan 23, 2009 - Block 4A
Stamped Energy Worksheet for completeness and went over it in class. Asked students to fill in or correct any missed or wrong answers as we went over it.
I did not collect it for grading since I wanted students to be able to use it to study for the final exam.
Energy Card Test - Students finished at 2:10 pm
Handed out Review Packet for Final Exam and gave students time to work on it in class.
I went around, answered any questions, and made my answer key available.
Told students to check quia for additional review exercises. I will try to put the review packet on quia so students can practice and check their answers.
Final on Tuesday, Jan 27, 2009
Closed book, no notes.
I did not collect it for grading since I wanted students to be able to use it to study for the final exam.
Energy Card Test - Students finished at 2:10 pm
Handed out Review Packet for Final Exam and gave students time to work on it in class.
I went around, answered any questions, and made my answer key available.
Told students to check quia for additional review exercises. I will try to put the review packet on quia so students can practice and check their answers.
Final on Tuesday, Jan 27, 2009
Closed book, no notes.
Thursday, Jan 22, 2009 - Block 4B
Stamped Energy Worksheet for completeness. Went over it in class asking students to correct any missed or wrong answers on their sheets. I then collected it for grading.
Review Energy Cards
Shawn and Deray did a great job!
Review Energy Cards
Shawn and Deray did a great job!
Wednesday, Jan 21, 2009 - Block 4A
Great Roller Coaster Roll Off
Students made roller coasters.
I collected lab sheets at the end of the period.
I gave out an energy worksheet for homework due next period
Asked students to review quia computer quizzes and activities in preparation for the Energy Card Test: www.quia.com/profiles/rholmes100
Energy Card Test on Friday, Jan 23, 2009
Final on Tuesday, Jan 27, 2009
Students made roller coasters.
I collected lab sheets at the end of the period.
I gave out an energy worksheet for homework due next period
Asked students to review quia computer quizzes and activities in preparation for the Energy Card Test: www.quia.com/profiles/rholmes100
Energy Card Test on Friday, Jan 23, 2009
Final on Tuesday, Jan 27, 2009
Tuesday, January 20, 2009
Tuesday, Jan 20, 2009 - Block 4B
Great Roller Coaster Roll Off
Students made roller coasters.
I collected lab sheets at the end of the period.
I gave out an energy worksheet for homework due next period
Asked students to review quia computer quizzes and activities in preparation for the Energy Card Test: www.quia.com/profiles/rholmes100
Energy Card Test on Monday, Jan 26, 2009
Final on Wednesday, Jan 28, 2009
Students made roller coasters.
I collected lab sheets at the end of the period.
I gave out an energy worksheet for homework due next period
Asked students to review quia computer quizzes and activities in preparation for the Energy Card Test: www.quia.com/profiles/rholmes100
Energy Card Test on Monday, Jan 26, 2009
Final on Wednesday, Jan 28, 2009
Friday, January 16, 2009
Friday, Jan 16, 2009 - Block 4A
Gave a quiz on new material:
1. What cards, in general, show an energy source?
2. What cards, in general, show an energy dump?
3. What color card is used for a transducer?
4. What color cards are the input and output to a transducer?
5. Show the input and output cards for a generator.
6. Show the input and output cards for a lamp.
7. Show the input and output cards for a electric heater.
8. Show the input and output cards for a motor.
9. Show the input and output cards for a engine.
10. Show the input and output cards for a microphone.
Gave students a choice. They could have their quiz graded or they could take notes.
Quickly reviewed the basic cards.
Reviewed all the transducers.
Reviewed the energy dumps.
New material, more complicated systems. Finished presentation 1.
Went on to Power Stations. Handed out green sheet with summary of power stations.
Many of the them are the same. KE --> turbine--> KE --> generator --> electricity
Mentioned acid rain and the greenhouse effect. Bad effects of leaving dogs or children in closed up cars on hot days. The light energy can get in but can't get out so the inside gets very hot.
Basically finished power plants.
Quiz next time.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
1. What cards, in general, show an energy source?
2. What cards, in general, show an energy dump?
3. What color card is used for a transducer?
4. What color cards are the input and output to a transducer?
5. Show the input and output cards for a generator.
6. Show the input and output cards for a lamp.
7. Show the input and output cards for a electric heater.
8. Show the input and output cards for a motor.
9. Show the input and output cards for a engine.
10. Show the input and output cards for a microphone.
Gave students a choice. They could have their quiz graded or they could take notes.
Quickly reviewed the basic cards.
Reviewed all the transducers.
Reviewed the energy dumps.
New material, more complicated systems. Finished presentation 1.
Went on to Power Stations. Handed out green sheet with summary of power stations.
Many of the them are the same. KE --> turbine--> KE --> generator --> electricity
Mentioned acid rain and the greenhouse effect. Bad effects of leaving dogs or children in closed up cars on hot days. The light energy can get in but can't get out so the inside gets very hot.
Basically finished power plants.
Quiz next time.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Thursday, January 15, 2009
Thursday, Jan 15, 2009 - Block 4B
Reviewed basic energy cards.
Gave a quiz on new material:
1. What cards, in general, show an energy source?
2. What cards, in general, show an energy dump?
3. What color card is used for a transducer?
4. What color cards are the input and output to a transducer?
5. Show the input and output cards for a generator.
6. Show the input and output cards for a lamp.
7. Show the input and output cards for a electric heater.
8. Show the input and output cards for a motor.
9. Show the input and output cards for a engine.
Students did not do well on the quiz. I asked them to take out their notes and write the answers as we did a powerpoint review.
Quickly reviewed the basic cards. Students did quite well on this.
Reviewed all the transducers.
Reviewed the energy dumps.
New material, more complicated systems. Finished presentation 1.
Went on to Power Stations. Handed out green sheet with summary of power stations.
Many of the them are the same. KE --> turbine--> KE --> generator --> electricity
Mentioned acid rain and the greenhouse effect. Bad effects of leaving dogs or children in closed up cars on hot days. The light energy can get in but can't get out so the inside gets very hot.
Did hydroelectric, wind, wave, tidal
Quiz next time.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Gave a quiz on new material:
1. What cards, in general, show an energy source?
2. What cards, in general, show an energy dump?
3. What color card is used for a transducer?
4. What color cards are the input and output to a transducer?
5. Show the input and output cards for a generator.
6. Show the input and output cards for a lamp.
7. Show the input and output cards for a electric heater.
8. Show the input and output cards for a motor.
9. Show the input and output cards for a engine.
Students did not do well on the quiz. I asked them to take out their notes and write the answers as we did a powerpoint review.
Quickly reviewed the basic cards. Students did quite well on this.
Reviewed all the transducers.
Reviewed the energy dumps.
New material, more complicated systems. Finished presentation 1.
Went on to Power Stations. Handed out green sheet with summary of power stations.
Many of the them are the same. KE --> turbine--> KE --> generator --> electricity
Mentioned acid rain and the greenhouse effect. Bad effects of leaving dogs or children in closed up cars on hot days. The light energy can get in but can't get out so the inside gets very hot.
Did hydroelectric, wind, wave, tidal
Quiz next time.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Wednesday, Jan 14, 2009 - Block 4A
Quiz on Energy Cards.
Handed out packets of cards and started Powerpoint presentation with student arranging the cards at their desks.
Handed out transducer cards and continued presentation.
Demonstrated the difference between a motor and generator.
Made it through energy dumps.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Handed out packets of cards and started Powerpoint presentation with student arranging the cards at their desks.
Handed out transducer cards and continued presentation.
Demonstrated the difference between a motor and generator.
Made it through energy dumps.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Tuesday, Jan 13, 2009 - Block 4B
Quiz on Energy Cards.
Handed out packets of cards and started Powerpoint presentation with student arranging the cards at their desks.
Handed out transducer cards and continued presentation.
Demonstrated the difference between a generator and motor.
Made it through energy dumps.
Class went well.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Handed out packets of cards and started Powerpoint presentation with student arranging the cards at their desks.
Handed out transducer cards and continued presentation.
Demonstrated the difference between a generator and motor.
Made it through energy dumps.
Class went well.
Last day to make up any missing tests is this Friday.
Go to quia website for practice on energy cards.
www.quia.com/profiles/rholmes100
Monday, Jan 12, 2009 - Block 4A
Allowed redo on test.
Asked students to sit next to a partner they wanted to work with. Allowed students to work in their pairs and redo the same test using any notes and the yellow textbooks. I told students I would average the two test scores.
When students were done, I showed the 10 Gary Williams energy symbols and asked students to match them to the appropriate forms of energy. Explained the difference between potential energies (blue rectangles) vs energy transfers (green boxes with points.)
Asked students to sit next to a partner they wanted to work with. Allowed students to work in their pairs and redo the same test using any notes and the yellow textbooks. I told students I would average the two test scores.
When students were done, I showed the 10 Gary Williams energy symbols and asked students to match them to the appropriate forms of energy. Explained the difference between potential energies (blue rectangles) vs energy transfers (green boxes with points.)
Sunday, January 11, 2009
Friday, Jan 9, 2009 - Block 4B
Test scores did not look good.
Asked students to sit next to a partner they wanted to work with. Allowed students to work in their pairs and redo the same test using any notes and the yellow textbooks. I told students I would average the two test scores.
When students were done, I showed the 10 Gary Williams energy symbols and asked students to match them to the appropriate forms of energy. Explained the difference between potential energies (blue rectangles) vs energy transfers (green boxes with points.)
Asked students to sit next to a partner they wanted to work with. Allowed students to work in their pairs and redo the same test using any notes and the yellow textbooks. I told students I would average the two test scores.
When students were done, I showed the 10 Gary Williams energy symbols and asked students to match them to the appropriate forms of energy. Explained the difference between potential energies (blue rectangles) vs energy transfers (green boxes with points.)
Thursday, Jan 8, 2009 - Block 4A
Test on motion and forces.
When everyone was done, introduced energy briefly.
Used pendulum next to students nose to illustrate gravitational potential energy and kinetic energy.
Showed energy balls - kinetic energy goes into heat.
Finished by showing the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
When everyone was done, introduced energy briefly.
Used pendulum next to students nose to illustrate gravitational potential energy and kinetic energy.
Showed energy balls - kinetic energy goes into heat.
Finished by showing the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
Wednesday, Jan 7, 2009 - Block 4B
Test on motion and forces.
When everyone was done, introduced energy briefly and then showed the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
When everyone was done, introduced energy briefly and then showed the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
Tuesday, Jan 6, 2009 - Block 4A
Gave class the remainder of the guided notes.
Took students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Thursday.
Took students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Thursday.
Monday, Jan 5, 2009 - Block 4B
Brought students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Wednesday.
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