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.
Thursday, February 26, 2009
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
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