Monday, December 27, 2010
Thursday, Dec 16, 2010
Day 2 Fractional Distillation
Students did separation.
I asked students to test density and flammability of the two liquids.
We skimped on this lab and only used 2 test tubes. Should have used 3. Several students swapped out test tubes before they collected any liquid or found water to be flammable!
Students still had problems measuring densities accurately. I do not think they are being careful about reading the volumes at the base of the meniscus.
Students did separation.
I asked students to test density and flammability of the two liquids.
We skimped on this lab and only used 2 test tubes. Should have used 3. Several students swapped out test tubes before they collected any liquid or found water to be flammable!
Students still had problems measuring densities accurately. I do not think they are being careful about reading the volumes at the base of the meniscus.
Wednesday, Dec 15, 2010
Fractional Distillation Day 1.
Most students did a great job and were able to produce a reasonable, annotated graph.
Most students did a great job and were able to produce a reasonable, annotated graph.
Tuesday, Dec 14, 2010
Prepped Fractional Distillation Lab.
Students watched Hewitt video on Phase Changes.
Students did worksheet on video and handed it in at the end of class.
Homework is to write up procedure for finding density of a liquid.
Students watched Hewitt video on Phase Changes.
Students did worksheet on video and handed it in at the end of class.
Homework is to write up procedure for finding density of a liquid.
Monday, December 13, 2010
Monday, Dec 13, 2010
Collected Wood Labs and checked off names as I collected them.
Explained how to do the Heating and Cooling of an Unknown substance lab.
Described set-up with both a picture and using the sample set-up.
Wrote procedure on board:
1. Prepare data table to take time and temperature measurements every 30 seconds for about 40 minutes.
2. Put 150 ml of water in the 250 ml beaker and place on the hot plate
3. Attach a test tube clamp to the ring stand and clamp on test tube with unknown substance and thermometer.
4. Place the test tube in the water so that it is about 1 cm above the bottom of the beaker.
5. Take time and temperature. Then turn on hot plate to high and continue to take time and temperature every 30 seconds (every half a minute)
6. When the temperature of the substance is 75 deg C, turn off hot plate, lift test tube out of water and swing to side, and continue to take time and temperature measurements every half a minute until the substance cools to 40 deg C.
Students are to make a graph of their data and annotate it showing what is happening in each stage, drawing horizontal lines to show melting and freezing points, and writing those melting and freezing temperatures on the graph.
On the reverse side of the paper, students make the following observations:
1. Describe the substance in the solid form before starting to heat it.
2. At what temperature does the substance begin to melt?
3. Does the substance begin to melt from the top down or bottom up?
4. Is the substance more dense in the liquid or solid phase and how can you tell?
5. Describe the substance in its liquid form.
6. At what temperature does the substance begin to freeze?
7. Does the substance begin to freeze from the bottom up or from the top down?
I should have also asked the students to record the temperature at which the substance appeared to be completely melted.
Normally I do this lab with a test tube in the water as well but I decided to omit this complication.
When students swung out their test tubes, I gathered up their hot water and unplugged their hot plates.
After students had a long plateau, I put their test tubes in a beaker of cold tap water to speed up the cooling process and get the "tail" on the curve.
I showed students how to set up their axes, landscape, 20 deg C to 90 deg C by 10 deg C on the y-axis and each division is 1 minute on the x-axis.
Many students did not complete their graph so I asked them to make sure they finished it for the start of tomorrow's class.
Explained how to do the Heating and Cooling of an Unknown substance lab.
Described set-up with both a picture and using the sample set-up.
Wrote procedure on board:
1. Prepare data table to take time and temperature measurements every 30 seconds for about 40 minutes.
2. Put 150 ml of water in the 250 ml beaker and place on the hot plate
3. Attach a test tube clamp to the ring stand and clamp on test tube with unknown substance and thermometer.
4. Place the test tube in the water so that it is about 1 cm above the bottom of the beaker.
5. Take time and temperature. Then turn on hot plate to high and continue to take time and temperature every 30 seconds (every half a minute)
6. When the temperature of the substance is 75 deg C, turn off hot plate, lift test tube out of water and swing to side, and continue to take time and temperature measurements every half a minute until the substance cools to 40 deg C.
Students are to make a graph of their data and annotate it showing what is happening in each stage, drawing horizontal lines to show melting and freezing points, and writing those melting and freezing temperatures on the graph.
On the reverse side of the paper, students make the following observations:
1. Describe the substance in the solid form before starting to heat it.
2. At what temperature does the substance begin to melt?
3. Does the substance begin to melt from the top down or bottom up?
4. Is the substance more dense in the liquid or solid phase and how can you tell?
5. Describe the substance in its liquid form.
6. At what temperature does the substance begin to freeze?
7. Does the substance begin to freeze from the bottom up or from the top down?
I should have also asked the students to record the temperature at which the substance appeared to be completely melted.
Normally I do this lab with a test tube in the water as well but I decided to omit this complication.
When students swung out their test tubes, I gathered up their hot water and unplugged their hot plates.
After students had a long plateau, I put their test tubes in a beaker of cold tap water to speed up the cooling process and get the "tail" on the curve.
I showed students how to set up their axes, landscape, 20 deg C to 90 deg C by 10 deg C on the y-axis and each division is 1 minute on the x-axis.
Many students did not complete their graph so I asked them to make sure they finished it for the start of tomorrow's class.
Friday, Dec 10, 2010
Asked if there were any questions on the Wood Lab write-up due Monday.
Students checked their crystals from the Separation of a Mixture Lab and sketched them on their lab sheets.
Students did the Heating Water Lab and made graphs.
Showed students how to annotate the graph.
Students finished annotation and handed in graph.
Students checked their crystals from the Separation of a Mixture Lab and sketched them on their lab sheets.
Students did the Heating Water Lab and made graphs.
Showed students how to annotate the graph.
Students finished annotation and handed in graph.
Thursday, Dec 9, 2010
Equipment Quiz
Students did the Separation of a Mixture Lab
Gave them time at the end of class to work on their Wood Lab write-ups.
Students did the Separation of a Mixture Lab
Gave them time at the end of class to work on their Wood Lab write-ups.
Wednesday, Dec 8, 2010
Asked if there were any questions of the Wood Lab write-up
Answered any questions and re-capped both parts of the lab.
Showed pieces of lab equipment.
Prepped Separation of a Mixture Lab.
Discussed the differences between physical and chemical changes.
Showed the Bill Nye Video on Phases of Matter.
Students filled out worksheet on the Bill Nye Video.
Told students about Science Song/Poem due Friday, Dec 17.
Answered any questions and re-capped both parts of the lab.
Showed pieces of lab equipment.
Prepped Separation of a Mixture Lab.
Discussed the differences between physical and chemical changes.
Showed the Bill Nye Video on Phases of Matter.
Students filled out worksheet on the Bill Nye Video.
Told students about Science Song/Poem due Friday, Dec 17.
Tuesday, Dec 7, 2010
Asked if there were any questions on the write-up or what they are doing in Part 2.
Students did Part 2 of the Wood Lab.
Students did Part 2 of the Wood Lab.
Monday, Dec 6, 2010
Break between lab days for Parts 1 and 2 of Wood Lab.
Answered questions on Part 1.
Went over what happened in each step of the lab in preparation for drawing the flow chart.
Showed how to draw the bar graphs for testing conservation of mass.
Showed what each category of the data table meant. Drew pictures to better illustrate what was expected for each entry.
Showed how to fill in the data table for the Volume of Gas and how to do the calculation.
Sketched the flow chart on the board and showed how to label the arrows and where to indicate which steps were physical changes and which were chemical changes.
Drew a picture showing how the set-up looks like a person smoking and how, if you smoke, all the foul stuff from the lab condenses in your lungs. Told the students this was the idea I was looking for in the Conclusion relating to real life section.
Went on and prepped Part 2 of the Lab.
Described what is meant by distillation and how it is used in this lab.
Sketched labeled diagram of the lab setup and showed an actual setup.
Wrote procedure on the board with emphasis on tricky points and safety concerns.
Asked students to continue writing up any sections of Part 1 they did not complete and to prepare Part 2 diagram, procedure, material list, and safety precautions for tomorrow.
Handed back homework from section 2.3 of the textbook. Many students did not turn it in.
Answered questions on Part 1.
Went over what happened in each step of the lab in preparation for drawing the flow chart.
Showed how to draw the bar graphs for testing conservation of mass.
Showed what each category of the data table meant. Drew pictures to better illustrate what was expected for each entry.
Showed how to fill in the data table for the Volume of Gas and how to do the calculation.
Sketched the flow chart on the board and showed how to label the arrows and where to indicate which steps were physical changes and which were chemical changes.
Drew a picture showing how the set-up looks like a person smoking and how, if you smoke, all the foul stuff from the lab condenses in your lungs. Told the students this was the idea I was looking for in the Conclusion relating to real life section.
Went on and prepped Part 2 of the Lab.
Described what is meant by distillation and how it is used in this lab.
Sketched labeled diagram of the lab setup and showed an actual setup.
Wrote procedure on the board with emphasis on tricky points and safety concerns.
Asked students to continue writing up any sections of Part 1 they did not complete and to prepare Part 2 diagram, procedure, material list, and safety precautions for tomorrow.
Handed back homework from section 2.3 of the textbook. Many students did not turn it in.
Friday, December 3, 2010
Friday, Dec 3, 2010
Put on board how to collect data for gas, and how to calculate the volume of the gas.
Also showed how to make the graphs comparing the masses of the reactants and the products.
Students did a second run and some did a third run.
For HW asked students to type up more of Part 1 of the lab.
On Monday we will discuss Part 1 and then show the setup and procedure for Part 2.
Also showed how to make the graphs comparing the masses of the reactants and the products.
Students did a second run and some did a third run.
For HW asked students to type up more of Part 1 of the lab.
On Monday we will discuss Part 1 and then show the setup and procedure for Part 2.
Thursday, December 2, 2010
Thursday, Dec 2, 2010
Reminded students NOT to discard collected liquid since they will need it for Part 2 of the experiment.
Went over last minute details.
Students did lab. All students completed one run.
We will do a second run tomorrow.
Went over last minute details.
Students did lab. All students completed one run.
We will do a second run tomorrow.
Tuesday, November 30, 2010
Wednesday, Dec 1, 2010
Collect remaining safety contracts.
Collect Questions and Hypotheses.
Hand back and answer questions on Safety Quiz. If students didn't score at least 26/30, they had to retake.
While students were retaking safety quiz, other students did book work, Section 2.3, read, do density problems 1-9 on page 56, and do end of section problems 1-6 on page 60.
Hand back and go over any questions on the Waves Test.
Go over procedure for Wood Lab Day 1. Didn't get to safety.
Handed out green sheet for lab. Students were antsy so didn't go over green sheet. Told students to read it on their own.
Procedure for Wood Lab Part 1.
1. Measure mass of popsicle sticks (by measuring mass of burning test tube, and then mass of test tube plus popsicle sticks, and then subtracting. Also measure mass of collection test tube plus solid rubber stopper.
2. Set up apparatus as shown in the diagram.
a. Don't overstuff the test tube
b. Make sure the clamp is over the rubber stopper so you don't move the flame under the rubber stopper and melt it
c. The glass L coming from the burning test tube goes deep into the collection test tube. The glass L leaving the collection test tube is shallow in the collection test tube.
d. Make sure the stopper is firmly in the burning test tube. If not, it can come off during the experiment and fill the room with foul gas.
e. The Erlenmeyer flask is filled with ice water
f. Only fill the buck high enough to fill the Mason Jar with water. If you fill the bucket too high, the Mason Jar will start to float and tip when it fills with gas. This will release the foul gas into the room. Don't let the Mason Jar tip as it fills with gas.
g. Make sure you remove the rubber tubing from the water BEFORE shutting off the alcohol lamp.
3. Call teacher over to inspect the set up and then light the alcohol lamp.
4. Move the alcohol lamp along the brick to burn different parts of the popsicle sticks.
5. When the popsicle sticks are burned, or you no longer see any smoke going through the glass L, or no longer any bubbles in the collection jar, or the collection jar is full, then remove the rubber tubing from the water and then shut off the burner.
6. Slide the rubber band to the level of the gas in the Mason Jar. This will allow you to measure how much gas you collected.
7. Call instructor, when he tells you, slowly lift the Mason jar straight up to let the water fall out, and then, when he tells you, turn it mouth up towards him. He will throw in a lighted match so you can observe the big flames.
8. Measure the mass of the collected liquid by measuring the mass of the collection test tube + stopper + collected liquid and then subtracting the mass of the collection test tube + stopper.
SAVE THE COLLECTED LIQUID!! You will need it for part 2 of the lab. Put a piece of masking tape on the test tube with your names on it and put in in the designated test tube rack. Make sure it has the solid rubber stopper on it.
9. Measure the mass of the charred remains by measuring the mass of the the burning test tube + charred remains and subtracting out the mass of the burning test tube.
10. Dispose of charred sticks in the designated container.
11. If you have time, do another run.
12. Take apart the equipment and put it where it belongs.
13. Wipe off lab bench and wash hands.
What would you add to the procedure to test for conservation of mass?
Talk about the data table to check for conservation of mass.
How would you show the results graphically (bar graph)?
Calculations for volume of gas collected.
Collect Questions and Hypotheses.
Hand back and answer questions on Safety Quiz. If students didn't score at least 26/30, they had to retake.
While students were retaking safety quiz, other students did book work, Section 2.3, read, do density problems 1-9 on page 56, and do end of section problems 1-6 on page 60.
Hand back and go over any questions on the Waves Test.
Go over procedure for Wood Lab Day 1. Didn't get to safety.
Handed out green sheet for lab. Students were antsy so didn't go over green sheet. Told students to read it on their own.
Procedure for Wood Lab Part 1.
1. Measure mass of popsicle sticks (by measuring mass of burning test tube, and then mass of test tube plus popsicle sticks, and then subtracting. Also measure mass of collection test tube plus solid rubber stopper.
2. Set up apparatus as shown in the diagram.
a. Don't overstuff the test tube
b. Make sure the clamp is over the rubber stopper so you don't move the flame under the rubber stopper and melt it
c. The glass L coming from the burning test tube goes deep into the collection test tube. The glass L leaving the collection test tube is shallow in the collection test tube.
d. Make sure the stopper is firmly in the burning test tube. If not, it can come off during the experiment and fill the room with foul gas.
e. The Erlenmeyer flask is filled with ice water
f. Only fill the buck high enough to fill the Mason Jar with water. If you fill the bucket too high, the Mason Jar will start to float and tip when it fills with gas. This will release the foul gas into the room. Don't let the Mason Jar tip as it fills with gas.
g. Make sure you remove the rubber tubing from the water BEFORE shutting off the alcohol lamp.
3. Call teacher over to inspect the set up and then light the alcohol lamp.
4. Move the alcohol lamp along the brick to burn different parts of the popsicle sticks.
5. When the popsicle sticks are burned, or you no longer see any smoke going through the glass L, or no longer any bubbles in the collection jar, or the collection jar is full, then remove the rubber tubing from the water and then shut off the burner.
6. Slide the rubber band to the level of the gas in the Mason Jar. This will allow you to measure how much gas you collected.
7. Call instructor, when he tells you, slowly lift the Mason jar straight up to let the water fall out, and then, when he tells you, turn it mouth up towards him. He will throw in a lighted match so you can observe the big flames.
8. Measure the mass of the collected liquid by measuring the mass of the collection test tube + stopper + collected liquid and then subtracting the mass of the collection test tube + stopper.
SAVE THE COLLECTED LIQUID!! You will need it for part 2 of the lab. Put a piece of masking tape on the test tube with your names on it and put in in the designated test tube rack. Make sure it has the solid rubber stopper on it.
9. Measure the mass of the charred remains by measuring the mass of the the burning test tube + charred remains and subtracting out the mass of the burning test tube.
10. Dispose of charred sticks in the designated container.
11. If you have time, do another run.
12. Take apart the equipment and put it where it belongs.
13. Wipe off lab bench and wash hands.
What would you add to the procedure to test for conservation of mass?
Talk about the data table to check for conservation of mass.
How would you show the results graphically (bar graph)?
Calculations for volume of gas collected.
Friday, November 19, 2010
Tuesday, Nov 30, 2010
Collected safety contracts.
Show how to insert glass tubing into rubber stopper using a rag and glycerin.
Safety quiz.
We have studied Physics which deals with motion and forces. Now we are going to study chemistry which deals with matter and how it changes. There are two main types of changes - physical and chemical.
In physical changes, the atoms do NOT get rearranged to form new substances. Examples of Physical changes are phase changes, such as melting ice, or smashing a rock into smaller pieces. In the first, you still have water but in liquid form instead of solid. In the second, you still have the rock but in smaller pieces.
Went over physical properties - how a substance looks or what you can measure. If the property doesn't depend on the amount of the substance, it is a "characteristic physical property".
Examples of characteristic physical properties are: density, color, magnetism, electric or heat conductivity, hardness.
In chemical changes, the atoms are rearranged to form new substances. An example is hydrogen gas reacting with oxygen gas to form liquid water. Both hydrogen and oxygen gas are highly flammable, but water is not. The properties of the product can be very different from the properties of the reactants.
We show how the atoms are arranged using symbols for each element, subscripts to show how many of each atom, and coefficients to show how many of each molecule. For the reaction above, the chemical equation is: 2H2 + O2 -> 2H2O
In the Wood Lab, you are going to have to identify which changes are physical and which are chemical.
Wood Lab:
Day 1: Question: What happens when you burn popsicle sticks in a test tube?
Hypotheses: Make predictions based on your background knowledge and explain why you made that prediction.
I asked that students list 4 or 5 predictions backed up with reasoning.
Students will type up and hand in their Question and Hypotheses for Day 1 - due tomorrow.
Showed diagram of setup for day 1 of Wood Lab.
Students will make a neatly drawn, full page labeled diagram of the setup - due tomorrow. From this diagram, students will also type up the equipment list for Day 1.
Students practiced lighting alcohol lamps.
Students listed their top 4 choices for lab partners for the Wood Lab. I will go through them and assign partners trying to honor their preferences.
Instead of just going over the equipment, I drew the setup for the Wood Lab Day 1.
Students with signed safety contracts practice lighting alcohol lamps.
Wood lab:
Question: What happens when you burn wood in a test tube?
Student Hypotheses:
Show set up for Wood Lab day 1
Equipment list
Procedure
Show how to insert glass tubing into rubber stopper using a rag and glycerin.
Safety quiz.
We have studied Physics which deals with motion and forces. Now we are going to study chemistry which deals with matter and how it changes. There are two main types of changes - physical and chemical.
In physical changes, the atoms do NOT get rearranged to form new substances. Examples of Physical changes are phase changes, such as melting ice, or smashing a rock into smaller pieces. In the first, you still have water but in liquid form instead of solid. In the second, you still have the rock but in smaller pieces.
Went over physical properties - how a substance looks or what you can measure. If the property doesn't depend on the amount of the substance, it is a "characteristic physical property".
Examples of characteristic physical properties are: density, color, magnetism, electric or heat conductivity, hardness.
In chemical changes, the atoms are rearranged to form new substances. An example is hydrogen gas reacting with oxygen gas to form liquid water. Both hydrogen and oxygen gas are highly flammable, but water is not. The properties of the product can be very different from the properties of the reactants.
We show how the atoms are arranged using symbols for each element, subscripts to show how many of each atom, and coefficients to show how many of each molecule. For the reaction above, the chemical equation is: 2H2 + O2 -> 2H2O
In the Wood Lab, you are going to have to identify which changes are physical and which are chemical.
Wood Lab:
Day 1: Question: What happens when you burn popsicle sticks in a test tube?
Hypotheses: Make predictions based on your background knowledge and explain why you made that prediction.
I asked that students list 4 or 5 predictions backed up with reasoning.
Students will type up and hand in their Question and Hypotheses for Day 1 - due tomorrow.
Showed diagram of setup for day 1 of Wood Lab.
Students will make a neatly drawn, full page labeled diagram of the setup - due tomorrow. From this diagram, students will also type up the equipment list for Day 1.
Students practiced lighting alcohol lamps.
Students listed their top 4 choices for lab partners for the Wood Lab. I will go through them and assign partners trying to honor their preferences.
Instead of just going over the equipment, I drew the setup for the Wood Lab Day 1.
Students with signed safety contracts practice lighting alcohol lamps.
Wood lab:
Question: What happens when you burn wood in a test tube?
Student Hypotheses:
Show set up for Wood Lab day 1
Equipment list
Procedure
Thursday, November 18, 2010
Monday, Nov 29, 2010
Didn't hand back tests since so many students didn't take it on Wednesday.
Handed out Safety Contracts and Lab Equipment sheets to those that did not have them.
Showed safety video, stopping several times to emphasize important points.
Went over entire Safety Contract. Students must bring this back signed by parents to be able to do chemistry labs.
Safety quiz tomorrow. Must get an A to be able to do labs. If you don't get an A, your score will stand but you must retake the quiz until you get an A.
Didn't have chance to go over equipment. We'll postpone equipment quiz until we have a change to go over the equipment.
Handed out Safety Contracts and Lab Equipment sheets to those that did not have them.
Showed safety video, stopping several times to emphasize important points.
Went over entire Safety Contract. Students must bring this back signed by parents to be able to do chemistry labs.
Safety quiz tomorrow. Must get an A to be able to do labs. If you don't get an A, your score will stand but you must retake the quiz until you get an A.
Didn't have chance to go over equipment. We'll postpone equipment quiz until we have a change to go over the equipment.
Friday, November 12, 2010
Wednesday, Nov 24, 2010
School was canceled on Tuesday due to icy weather.
Test on Waves
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.
Must wear closed toed shoes for all chemistry labs.
No homework over Thanksgiving holiday.
Test on Waves
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.
Must wear closed toed shoes for all chemistry labs.
No homework over Thanksgiving holiday.
Monday, Nov 22, 2010
Review for test
Went over RA 11.2b
Answered any questions
Handed out Final Vocab Quiz (all questions)
Went over Final Vocab Quiz
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
14. Picket fence and telephone cord - only transverse waves can be polarized
15. Polarization of protractors, plastic fork - polarization can be used for stress analysis
16. Milk powder in aquarium - why the sky is blue and sunsets red, scattered light is polarized
Quia Review
Demos for Waves
1. Pull-a-Tune: wavelength and frequency
2. Picket Fence: Polarization
3. Singing Rod: wavelength and frequency
4. Slinky: types of waves, wavelength and frequency
5. Oscilloscope: wavelength and frequency
6. Pop Bottle: wavelength and frequency
7. Corn Syrup: polarization
8. Radio picking up TV signal: electromagnetic spectrum
9. Straw Duck Call: wavelength and frequency
10. LCD goes bright to dark: Polarization
11. Powdered milk in water: scattering/polarization
12. Maritza left room: diffraction
13. Microwave soap and CD: electromagnetic spectrum, just fun
14. Gong Grates: speed of sound in different materials
15. Belly Dancing Tuning Fork: waves are wiggles
16. Why sky is blue, sunsets red: scattering
17. Pen in cup of water: refraction
18. Rainbow glasses: diffraction
19. Black Hole: just for fun
20. Mirages and Fermat's Principle of Least Time: refraction
21. People Waves: Type of waves
22. Mirror: reflection
23. Thunder and Lightning: speed of light and speed of sound
24. Plastic on overhead: polarization
25. Echoes: reflection
Went over RA 11.2b
Answered any questions
Handed out Final Vocab Quiz (all questions)
Went over Final Vocab Quiz
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
14. Picket fence and telephone cord - only transverse waves can be polarized
15. Polarization of protractors, plastic fork - polarization can be used for stress analysis
16. Milk powder in aquarium - why the sky is blue and sunsets red, scattered light is polarized
Quia Review
Demos for Waves
1. Pull-a-Tune: wavelength and frequency
2. Picket Fence: Polarization
3. Singing Rod: wavelength and frequency
4. Slinky: types of waves, wavelength and frequency
5. Oscilloscope: wavelength and frequency
6. Pop Bottle: wavelength and frequency
7. Corn Syrup: polarization
8. Radio picking up TV signal: electromagnetic spectrum
9. Straw Duck Call: wavelength and frequency
10. LCD goes bright to dark: Polarization
11. Powdered milk in water: scattering/polarization
12. Maritza left room: diffraction
13. Microwave soap and CD: electromagnetic spectrum, just fun
14. Gong Grates: speed of sound in different materials
15. Belly Dancing Tuning Fork: waves are wiggles
16. Why sky is blue, sunsets red: scattering
17. Pen in cup of water: refraction
18. Rainbow glasses: diffraction
19. Black Hole: just for fun
20. Mirages and Fermat's Principle of Least Time: refraction
21. People Waves: Type of waves
22. Mirror: reflection
23. Thunder and Lightning: speed of light and speed of sound
24. Plastic on overhead: polarization
25. Echoes: reflection
Friday, Nov 19, 2010
Handed back Vocab Quiz and RA 11.2a
Answered any questions
Collected RA 11.2b
Went over problem worksheet in detail.
Finish Bill Nye Video on Waves
Answered any questions
Collected RA 11.2b
Went over problem worksheet in detail.
Finish Bill Nye Video on Waves
Thursday, Nov 18, 2010
Told students that test on waves has been postponed until next Tuesday.
Handed back RA 11.1a, Name that Sound quiz - asked if there were any questions
Quiz on waves vocabulary
Two ways of classifying waves: transverse vs longitudinal, mechanical vs electromagnetic
The reason we did polarization was to show the difference between transverse and longitudinal waves - ONLY transverse waves can be polarized.
Some waves (mechanical) require a medium, something material to travel through.
For sound waves, the closer together the atoms, the faster the speed.
Speed of sound = 330 m/s in air (about 1 km for every 3 seconds, or 5 seconds for every mile)
If you see the flash of lightning and count the seconds, you can tell how far away the lightning struck.
Water molecules are closer together than air molecules so speed of sound is greater in water: 1500 m/s (5000 ft/sec) in water
closer still in metals: 5000 m/s in aluminum
Electromagnetic waves do not require a medium, they can travel through the vacuum of space. We know this because we can see the stars.
Went through parts of electromagnetic spectrum:
radio - microwave - infrared - visible (ROYGBIV) - ultraviolet - Xray - gamma ray
Showed that TV sets and computer monitors give off radio waves that can be picked up with a radio.
Microwaves have a wavelength of about 1 ft (30 cm) since they have to fit inside the box in the kitchen
Remotes give off IR (that can be seen with cell phone in camera mode). Also, people glow in the IR (detectable by alien in the Predator movie). We are not as hot as the Sun which glows in visible light but we are hot enough to glow in IR.
Visible light (broken into colors by prism). Our eyes are most sensitive to yellow-green light because we evolved that way to be most sensitive to the main light put out by the Sun.
Ultraviolet - enough energy to cause sunburns
X-rays - can show bones
Gamma Rays - formed from reactions within nuclei of atoms or collisions of neutron stars or black holes (gamma ray bursts)
All these waves have the SAME speed in vacuum. (Students often mistakenly think the higher energy waves travel faster.)
Radio waves are NOT sound waves!! Radio waves are electromagnetic transverse waves, sound waves are mechanical longitudinal waves.
Used equation speed = wavelength * frequency to find frequency of microwave, wavelengths of FM and AM radio waves.
Gave students problem worksheet for homework.
Also asked students to complete RA 11.2b if they had not already.
Handed back RA 11.1a, Name that Sound quiz - asked if there were any questions
Quiz on waves vocabulary
Two ways of classifying waves: transverse vs longitudinal, mechanical vs electromagnetic
The reason we did polarization was to show the difference between transverse and longitudinal waves - ONLY transverse waves can be polarized.
Some waves (mechanical) require a medium, something material to travel through.
For sound waves, the closer together the atoms, the faster the speed.
Speed of sound = 330 m/s in air (about 1 km for every 3 seconds, or 5 seconds for every mile)
If you see the flash of lightning and count the seconds, you can tell how far away the lightning struck.
Water molecules are closer together than air molecules so speed of sound is greater in water: 1500 m/s (5000 ft/sec) in water
closer still in metals: 5000 m/s in aluminum
Electromagnetic waves do not require a medium, they can travel through the vacuum of space. We know this because we can see the stars.
Went through parts of electromagnetic spectrum:
radio - microwave - infrared - visible (ROYGBIV) - ultraviolet - Xray - gamma ray
Showed that TV sets and computer monitors give off radio waves that can be picked up with a radio.
Microwaves have a wavelength of about 1 ft (30 cm) since they have to fit inside the box in the kitchen
Remotes give off IR (that can be seen with cell phone in camera mode). Also, people glow in the IR (detectable by alien in the Predator movie). We are not as hot as the Sun which glows in visible light but we are hot enough to glow in IR.
Visible light (broken into colors by prism). Our eyes are most sensitive to yellow-green light because we evolved that way to be most sensitive to the main light put out by the Sun.
Ultraviolet - enough energy to cause sunburns
X-rays - can show bones
Gamma Rays - formed from reactions within nuclei of atoms or collisions of neutron stars or black holes (gamma ray bursts)
All these waves have the SAME speed in vacuum. (Students often mistakenly think the higher energy waves travel faster.)
Radio waves are NOT sound waves!! Radio waves are electromagnetic transverse waves, sound waves are mechanical longitudinal waves.
Used equation speed = wavelength * frequency to find frequency of microwave, wavelengths of FM and AM radio waves.
Gave students problem worksheet for homework.
Also asked students to complete RA 11.2b if they had not already.
Wednesday, Nov 17, 2010
Quiz on wave vocabulary and "Name that Sound"
Didn't get to do this today*********
Finish Bill Nye video
Go over and collect sheets for video
**************
Why do we make a big deal about transverse vs longitudinal waves?
They have different properties. Transverse waves can be polarized but longitudinal cannot.
Demo: picket fence and telephone cord
Demo: Polarizer on cell phone or calculator
Demo: seeing stress with polarized light. Use protractors to find stress points. Check out plastic fork. Now bend tine and check for different stress pattern.
Demo: polarization of corn syrup
Demo: milk powder in aquarium. See that transmitted light is reddish and scattered light is bluish. Check for polarization above and to the side.
Demo: Polarization of scattered light
Polarization is a property of just transverse waves like light.
Other properties are common to both transverse and longitudinal waves.
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.
Demo: marching line *****didn't do
Eyeglasses work by bending the light. Light takes the path of least time. Show how a converging lens can focus light.
Other examples: Einstein rings, mirages
Diversion into black hole discussion
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror.
******Cut this short or didn't do: 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.******
We see because light is reflected off objects into our eyes. We, and the objects in the room are not hot enough to glow in visible light.
For some reason this didn't work well with Newton Computer screen*********
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.*****************************
Collected 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. Students didn't have time to work on homework in class
Microwaved CD and Soap.
Didn't get to do this today*********
Finish Bill Nye video
Go over and collect sheets for video
**************
Why do we make a big deal about transverse vs longitudinal waves?
They have different properties. Transverse waves can be polarized but longitudinal cannot.
Demo: picket fence and telephone cord
Demo: Polarizer on cell phone or calculator
Demo: seeing stress with polarized light. Use protractors to find stress points. Check out plastic fork. Now bend tine and check for different stress pattern.
Demo: polarization of corn syrup
Demo: milk powder in aquarium. See that transmitted light is reddish and scattered light is bluish. Check for polarization above and to the side.
Demo: Polarization of scattered light
Polarization is a property of just transverse waves like light.
Other properties are common to both transverse and longitudinal waves.
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.
Demo: marching line *****didn't do
Eyeglasses work by bending the light. Light takes the path of least time. Show how a converging lens can focus light.
Other examples: Einstein rings, mirages
Diversion into black hole discussion
Brought out a mirror - what do you see in it? A reflection. Light waves bounce off the surface of the mirror.
******Cut this short or didn't do: 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.******
We see because light is reflected off objects into our eyes. We, and the objects in the room are not hot enough to glow in visible light.
For some reason this didn't work well with Newton Computer screen*********
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.*****************************
Collected 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. Students didn't have time to work on homework in class
Microwaved CD and Soap.
Tuesday, Nov 16, 2010
Went around room and asked students what they told their parents about what they did the last class.
Reviewed all the demos from yesterday. Told students to write them up with the main ideas in their journals.
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.
Quiz on parts of wave, wavelength-frequency relationship.
Went over quiz on board
Asked if students had tried the Quia activities on waves.
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups of 4 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
Show how to generate a standing wave and locate nodes.
In your groups. Two people (slinky holders) will use the slinky, the other two (call and scribe) will take turns calling out a wave which the slinky holders will make. When the called wave has been successfully made, the scribes will check it off on their sheets. The pairs will then switch.
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. I went around and helped if students had questions.
Most students finished both front and back of the lab sheet. If they didn't finish the back, I asked them to finish it for homework.
Hand out worksheet for Bill Nye Video on Waves
Show Bill Nye Video on Waves didn't quite finish.
Students kept video sheet - will finish tomorrow.
Came back into the classroom. Handed Reading Assignment 11.1. Students are to complete the sheet for homework.
Didn't stamp notebooks.
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
Reviewed all the demos from yesterday. Told students to write them up with the main ideas in their journals.
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.
Quiz on parts of wave, wavelength-frequency relationship.
Went over quiz on board
Asked if students had tried the Quia activities on waves.
Handed out Lab Sheets for "Show Me A Wave"
Students wrote names on sheets.
I assigned groups of 4 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
Show how to generate a standing wave and locate nodes.
In your groups. Two people (slinky holders) will use the slinky, the other two (call and scribe) will take turns calling out a wave which the slinky holders will make. When the called wave has been successfully made, the scribes will check it off on their sheets. The pairs will then switch.
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. I went around and helped if students had questions.
Most students finished both front and back of the lab sheet. If they didn't finish the back, I asked them to finish it for homework.
Hand out worksheet for Bill Nye Video on Waves
Show Bill Nye Video on Waves didn't quite finish.
Students kept video sheet - will finish tomorrow.
Came back into the classroom. Handed Reading Assignment 11.1. Students are to complete the sheet for homework.
Didn't stamp notebooks.
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
Monday, Nov 15, 2010
Handed out 3 Tiger Passes and stamped them.
Hand back and go over midterm.
Made sure students had Quia website, username, and password.
www.quia.com/profiles/rholmes100
More emphasis on Quia this quarter
There will be Quia assignments for homework after every class.
There will be quizzes to start classes
Students need to bring their covered textbooks to class.
New Topic - Waves and Sound
Vocabulary: wave, transverse wave, longitudinal wave, period, wavelength, frequency, speed of the wave, crest, trough, amplitude, compression, rarefaction
Showed pictures of energy cards for radiation and sound
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
These are both green cards meaning energy is doing something, it is being transferred, it is moving from one place to another (remember, blue cards show stored energy).
How does that energy move?
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, or disturbance, can travel far away.
Energy moves in waves.
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.
Didn't do *****************************
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.
************************End of did not do
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 time it takes my hand to move up and down once is the period of time, or period, measured in seconds. It is the time for one wiggle.
In that period of time, the wave has moved one basic unit of the repeating pattern. This basic unit is called the wavelength. The disturbance has returned back to the same distance from the equilibrium point and is moving in the same direction.
From our study of motion, we know that speed = distance/time. Here the distance is a wavelength and the time is the period.
Suppose we have something that wiggles like this pendulum. It takes 1/4 seconds for it to swing back and forth. The period is 1/4 seconds. How many times does it swing back and forth in 1 second, or how frequently does it swing back and forth? 4 times a second. The number of repetitions in one second, or how frequently the motion repeats, is called the frequency. The frequency is measured in repetitions/sec. This unit is also called Hertz or Hz.
A high frequency has high Hertz. Demonstrate with singing rod. The higher the frequency, the more it hertz "hurts" your ears.
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
See if we can read the equation: speed = wavelength * frequency
For the same speed, if the wavelength is big (long wavelength), the frequency is small (low frequency)
For the same speed, if the wavelength is small (short wavelength), the frequency is big (high frequency)
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.
Short wavelength, higher frequency, more Hertz (hurts). Demonstrated singing rods. Again, longer rod produces lower pitch and longer wavelength. Students found this painful. (Lots of hurts)
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds.
Didn't do microphone**********
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 with tornado stamp
There are some quia activities involving wave vocabulary that they should look at.
Assigned Quia Quiz- Waves Physical Science - Day 1
Quia Activities - Waves Vocab, Waves Vocab 2
Hand back and go over midterm.
Made sure students had Quia website, username, and password.
www.quia.com/profiles/rholmes100
More emphasis on Quia this quarter
There will be Quia assignments for homework after every class.
There will be quizzes to start classes
Students need to bring their covered textbooks to class.
New Topic - Waves and Sound
Vocabulary: wave, transverse wave, longitudinal wave, period, wavelength, frequency, speed of the wave, crest, trough, amplitude, compression, rarefaction
Showed pictures of energy cards for radiation and sound
Energy cards: This form of energy is noisy ________ sound
This is how energy gets from the Sun to the Earth ______ radiation (light)
These are both green cards meaning energy is doing something, it is being transferred, it is moving from one place to another (remember, blue cards show stored energy).
How does that energy move?
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, or disturbance, can travel far away.
Energy moves in waves.
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.
Didn't do *****************************
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.
************************End of did not do
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 time it takes my hand to move up and down once is the period of time, or period, measured in seconds. It is the time for one wiggle.
In that period of time, the wave has moved one basic unit of the repeating pattern. This basic unit is called the wavelength. The disturbance has returned back to the same distance from the equilibrium point and is moving in the same direction.
From our study of motion, we know that speed = distance/time. Here the distance is a wavelength and the time is the period.
Suppose we have something that wiggles like this pendulum. It takes 1/4 seconds for it to swing back and forth. The period is 1/4 seconds. How many times does it swing back and forth in 1 second, or how frequently does it swing back and forth? 4 times a second. The number of repetitions in one second, or how frequently the motion repeats, is called the frequency. The frequency is measured in repetitions/sec. This unit is also called Hertz or Hz.
A high frequency has high Hertz. Demonstrate with singing rod. The higher the frequency, the more it hertz "hurts" your ears.
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
See if we can read the equation: speed = wavelength * frequency
For the same speed, if the wavelength is big (long wavelength), the frequency is small (low frequency)
For the same speed, if the wavelength is small (short wavelength), the frequency is big (high frequency)
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.
Short wavelength, higher frequency, more Hertz (hurts). Demonstrated singing rods. Again, longer rod produces lower pitch and longer wavelength. Students found this painful. (Lots of hurts)
Oscilloscope demo. Long wavelengths have low frequency and low pitch.
Higher frequency means shorter wavelength and higher pitch. Made many annoying sounds.
Didn't do microphone**********
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 with tornado stamp
There are some quia activities involving wave vocabulary that they should look at.
Assigned Quia Quiz- Waves Physical Science - Day 1
Quia Activities - Waves Vocab, Waves Vocab 2
Monday, October 25, 2010
Wednesday, Nov 3, 2010
New Seating Chart
Collected review packets. Kayleen graded them. Handed them back.
HW Fix errors and hand in tomorrow.
Quiz on Ch 8 vocab
Quiz on Electromagnetic Spectrum
Students wrote out last two pages of guided notes
Energy Cards - Got through sources
Homework - finish packet, look at Quia for review and Energy Cards.
Collected review packets. Kayleen graded them. Handed them back.
HW Fix errors and hand in tomorrow.
Quiz on Ch 8 vocab
Quiz on Electromagnetic Spectrum
Students wrote out last two pages of guided notes
Energy Cards - Got through sources
Homework - finish packet, look at Quia for review and Energy Cards.
Tuesday, Nov 2, 2010
Answered questions on my packet
I will collect them tomorrow
Started discussion of energy
Types of energy
Energy makes things happen
Went over electromagnetic spectrum
Demo with remote and cell phone camera
Identified 10 types of energy used in the Energy Cards
Showed 20 minutes of How Things Go video
I will collect them tomorrow
Started discussion of energy
Types of energy
Energy makes things happen
Went over electromagnetic spectrum
Demo with remote and cell phone camera
Identified 10 types of energy used in the Energy Cards
Showed 20 minutes of How Things Go video
Monday, Nov 1, 2010
Went over first three pages of Chapter 8 guided notes
Handed out flashcards for vocab and ideas
Showed Newton's 3rd Law demo on Vernier and went over 3rd Law Recipe
Handed out my review packet on chapter 8. Students worked on it for the rest of the period.
Handed out flashcards for vocab and ideas
Showed Newton's 3rd Law demo on Vernier and went over 3rd Law Recipe
Handed out my review packet on chapter 8. Students worked on it for the rest of the period.
Friday, Oct 29, 2010
Quiz on vocabulary, net forces, how fast and how far, and momentum and impulse.
Review impulse, momentum, impulse = change in momentum, refer to demos.
Conservation of momentum.
Collisions
Elastic - things bounce
Inelastic - things stick
Air cart demo
Newton's Cradle
Bowling ball and pins demo
Bowling ball and golf ball competition.
Smoke ring cannon
Review impulse, momentum, impulse = change in momentum, refer to demos.
Conservation of momentum.
Collisions
Elastic - things bounce
Inelastic - things stick
Air cart demo
Newton's Cradle
Bowling ball and pins demo
Bowling ball and golf ball competition.
Smoke ring cannon
Thursday, Oct 28, 2010
Handed back Ball and Ramp Labs
Handed back Act-A-Graph Lab
Handed back Act-A-Graph homework sheets
Reviewed Ball and Ramp Lab
When an object rolls, it picks up speed. It "alters" its motion - it accelerates.
Reviewed the graph
We saw the same graph when we did the Picket Fence demo
Distance vs Time graph showed the object gained speed as it fell.
The velocity vs time graph was a straight line showing that it picked up speed at a constant rate. We measured that rate to be 9.6-9.7 m/s/s. The accepted value is about 9.8 m/s/s. We will round that off to 10 m/s/s
Went over how to calculate:
How fast?
How far?
for an object dropped from rest.
Did several examples going around room.
Put recipe on board.
As an object falls, it picks up speed. The longer it falls, the greater the speed. To get something changing its speed, you apply a force. The longer you apply the force, the greater the change in speed.
To get the greatest change in speed, you apply the largest force for the longest time.
Impulse = Net force * time
You change the motion by applying an impulse.
When you pulled out the tablecloth, the force was too small and acted for too short a time to move the table setting. The impulse was too small.
Gave example of calculating impulse: Fnet = 10 N, t = 2 sec, impulse = 20 Ns
A bowling ball and tennis ball will fall at the same rate if air resistance is negligible...so, are they just as easy to stop. NO!! The bowling ball has something more.
Tossed bowling ball to student who caught it and said, "ooomph". The bowling ball has more ooomph because it has more mass. But...you would rather stop a massive bowling ball than stop a light bullet. The bullet also has a lot of ooomph because it has a lot of speed.
Another name for ooomph is momentum.
ooomph = momentum = mass * velocity = p
The symbol for momentum is p (get from ooomph)
Gave an example of calculating momentum: mass = 3 kg, v = 4 m/s, p=12 kg m/s
The equation that relates the two is:
Impulse = change in momentum
Fnet * t = m*vf - m*vi
For the same change in momentum, you can have a large force acting for a short time or a small force acting for a long time.
Applied this idea to jumping out of a burning building into a net, landing while flexing your knees, catching a baseball, crumple zone of car.
Did egg toss lab even though it was sprinkling outside.
Came in and did marshmallow demo. Longer barrel allows force to act for longer time giving more impulse and more speed.
Handed back Act-A-Graph Lab
Handed back Act-A-Graph homework sheets
Reviewed Ball and Ramp Lab
When an object rolls, it picks up speed. It "alters" its motion - it accelerates.
Reviewed the graph
We saw the same graph when we did the Picket Fence demo
Distance vs Time graph showed the object gained speed as it fell.
The velocity vs time graph was a straight line showing that it picked up speed at a constant rate. We measured that rate to be 9.6-9.7 m/s/s. The accepted value is about 9.8 m/s/s. We will round that off to 10 m/s/s
Went over how to calculate:
How fast?
How far?
for an object dropped from rest.
Did several examples going around room.
Put recipe on board.
As an object falls, it picks up speed. The longer it falls, the greater the speed. To get something changing its speed, you apply a force. The longer you apply the force, the greater the change in speed.
To get the greatest change in speed, you apply the largest force for the longest time.
Impulse = Net force * time
You change the motion by applying an impulse.
When you pulled out the tablecloth, the force was too small and acted for too short a time to move the table setting. The impulse was too small.
Gave example of calculating impulse: Fnet = 10 N, t = 2 sec, impulse = 20 Ns
A bowling ball and tennis ball will fall at the same rate if air resistance is negligible...so, are they just as easy to stop. NO!! The bowling ball has something more.
Tossed bowling ball to student who caught it and said, "ooomph". The bowling ball has more ooomph because it has more mass. But...you would rather stop a massive bowling ball than stop a light bullet. The bullet also has a lot of ooomph because it has a lot of speed.
Another name for ooomph is momentum.
ooomph = momentum = mass * velocity = p
The symbol for momentum is p (get from ooomph)
Gave an example of calculating momentum: mass = 3 kg, v = 4 m/s, p=12 kg m/s
The equation that relates the two is:
Impulse = change in momentum
Fnet * t = m*vf - m*vi
For the same change in momentum, you can have a large force acting for a short time or a small force acting for a long time.
Applied this idea to jumping out of a burning building into a net, landing while flexing your knees, catching a baseball, crumple zone of car.
Did egg toss lab even though it was sprinkling outside.
Came in and did marshmallow demo. Longer barrel allows force to act for longer time giving more impulse and more speed.
Wednesday, Oct 27, 2010
Practice Quiz on vocab and adding forces
Red Ribbon Video
Ball and Ramp Lab - due at end of class
Red Ribbon Video
Ball and Ramp Lab - due at end of class
Tuesday, Oct 26, 2010
Review what students told parents about inertia mini-labs
Review inertia mini lab results
Newton's First Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Net force - direction matters so we can't just add forces up as numbers, we have to consider direction. Quantities with both a how much and a which way are called vectors.
Free-body Diagrams: pictures showing only the FORCES that act ON an object
Adding Forces
If Fnet = 0, object is in equilibrium. Object at rest will stay at rest, object in motion will continue moving in a straight line with constant speed.
If Fnet not equal to zero, the object will change its motion, alteration of motion, called acceleration. Velocity is how fast and in what direction. You can change velocity by changing speed, direction, or both.
Acceleration = change in velocity/time
acceleration is a very difficult topic since it is the rate of a rate. Students often confuse velocity and acceleration, and often get the units mixed up. Example with money. Accelerations are caused by forces. As long as the net force acts, the object will accelerate, even if it is momentarily at rest.
Demo of Picket Fence Lab. Got acceleration of gravity to be about 10 m/s/s
Stopped class early - forgot it was an access schedule.
We have previously dealt with graphs of distance vs time. Often it is more useful to deal with velocity vs time graphs, especially when dealing with objects that are accelerating.
Compare the two graphs:
Object at rest
Object moving with constant speed
Object moving with changing speed
Example: throw an object up into the air.
You can "feel" acceleration due to inertia. (speeding up, slowing down, changing direction. Examples with car, as previously shown with Carly.
Review inertia mini lab results
Newton's First Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Net force - direction matters so we can't just add forces up as numbers, we have to consider direction. Quantities with both a how much and a which way are called vectors.
Free-body Diagrams: pictures showing only the FORCES that act ON an object
Adding Forces
If Fnet = 0, object is in equilibrium. Object at rest will stay at rest, object in motion will continue moving in a straight line with constant speed.
If Fnet not equal to zero, the object will change its motion, alteration of motion, called acceleration. Velocity is how fast and in what direction. You can change velocity by changing speed, direction, or both.
Acceleration = change in velocity/time
acceleration is a very difficult topic since it is the rate of a rate. Students often confuse velocity and acceleration, and often get the units mixed up. Example with money. Accelerations are caused by forces. As long as the net force acts, the object will accelerate, even if it is momentarily at rest.
Demo of Picket Fence Lab. Got acceleration of gravity to be about 10 m/s/s
Stopped class early - forgot it was an access schedule.
We have previously dealt with graphs of distance vs time. Often it is more useful to deal with velocity vs time graphs, especially when dealing with objects that are accelerating.
Compare the two graphs:
Object at rest
Object moving with constant speed
Object moving with changing speed
Example: throw an object up into the air.
You can "feel" acceleration due to inertia. (speeding up, slowing down, changing direction. Examples with car, as previously shown with Carly.
Monday, Oct 25, 2010
Review of Motion and Forces
Rate = quantity/time
Example of making money
Amount = rate * time
Rate = amount/time
Motion:
Rate=speed=distance/time
Amount = distance = rate* time => distance = speed * time
Worksheet on Problem Solving Strategy for distance, speed, time problems
Identify unknown:
How fast? speed
How far? distance
How long? time
Act-A-Graph Lab
Motion Plots, distance vs time
Constant speed gives a straight line on graph
Get speed from slope - the steeper the slope, the faster the speed
If the line is curved, look at the slope to see if it is increasing or decreasing in speed
Inertia
Ballistic Cart Demo review
Ball kept the same horizontal speed as the cart because no force acted on the ball to change its horizontal speed
Inertia: Tendency of an object to maintain its state of motion
Bill Nye: Inertia is a property of matter
Newton's 1st Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Jeep Rubicon and Intel Bunny Man demos
Car safety features
Railway track demo
Inertia mini-labs
Students write up egg demo in notebooks.
Rate = quantity/time
Example of making money
Amount = rate * time
Rate = amount/time
Motion:
Rate=speed=distance/time
Amount = distance = rate* time => distance = speed * time
Worksheet on Problem Solving Strategy for distance, speed, time problems
Identify unknown:
How fast? speed
How far? distance
How long? time
Act-A-Graph Lab
Motion Plots, distance vs time
Constant speed gives a straight line on graph
Get speed from slope - the steeper the slope, the faster the speed
If the line is curved, look at the slope to see if it is increasing or decreasing in speed
Inertia
Ballistic Cart Demo review
Ball kept the same horizontal speed as the cart because no force acted on the ball to change its horizontal speed
Inertia: Tendency of an object to maintain its state of motion
Bill Nye: Inertia is a property of matter
Newton's 1st Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Jeep Rubicon and Intel Bunny Man demos
Car safety features
Railway track demo
Inertia mini-labs
Students write up egg demo in notebooks.
Wednesday, October 6, 2010
Wednesday, Oct 6, 2010
Didn't think students were ready for test tomorrow. Postponed test until either Tuesday or Wednesday of next week.
Handed back worksheet on reading a graduated cylinder.
Went over it so all students could see what the answers were.
Handed out two more worksheets on reading graduated cylinders.
Students worked on them and checked answers until they got them all correct.
Had four graduated cylinders with water in them. Students read the volumes and recorded them on the back on one of their worksheets.
Went over how to find volume of a rectangular solid by Volume = Length * Width * Height
Demonstrated how to find the volume using the displacement method using a displacement can.
Put data table on board and had students copy it into their notes.
Students found the volume of the block using both methods and recorded the data in their notebooks.
Students also measured the volume of a cylindrical block by finding how much water was displaced in a graduated cylinder.
I polled the students and they all said they finished all the labs.
Handed out Math and Science Skills Sheet 6 on measuring mass and volume.
Handed out practice test for Measurement test.
Handed back worksheet on reading a graduated cylinder.
Went over it so all students could see what the answers were.
Handed out two more worksheets on reading graduated cylinders.
Students worked on them and checked answers until they got them all correct.
Had four graduated cylinders with water in them. Students read the volumes and recorded them on the back on one of their worksheets.
Went over how to find volume of a rectangular solid by Volume = Length * Width * Height
Demonstrated how to find the volume using the displacement method using a displacement can.
Put data table on board and had students copy it into their notes.
Students found the volume of the block using both methods and recorded the data in their notebooks.
Students also measured the volume of a cylindrical block by finding how much water was displaced in a graduated cylinder.
I polled the students and they all said they finished all the labs.
Handed out Math and Science Skills Sheet 6 on measuring mass and volume.
Handed out practice test for Measurement test.
Tuesday, Oct 5, 2010
Showed students a graduated cylinder (used to accurately measure liquid volumes), a pipette (used to add liquid drop by drop).
Handed out worksheet on measuring using a graduated cylinder. Most students finished it in class and handed it in.
Handed out worksheet on measuring using a graduated cylinder. Most students finished it in class and handed it in.
Wednesday, September 29, 2010
Wed, Sept 29, 2010
Collected homework - (students corrections on measurement of length worksheet)
"Why do we make measurements?"
We can be fooled. Showed optical illusions.
Graphs:
Handed out and went over Skills Sheet 2
Went over elements of a good graph.
Students did Measurement and Graphing of Round Objects Lab
Hand it in, Data Table and Graph tomorrow if you didn't finish in class.
"Why do we make measurements?"
We can be fooled. Showed optical illusions.
Graphs:
Handed out and went over Skills Sheet 2
Went over elements of a good graph.
Students did Measurement and Graphing of Round Objects Lab
Hand it in, Data Table and Graph tomorrow if you didn't finish in class.
Tues, Sept 28, 2010
Handed out and went over Skills Sheet 1 on measurement.
For homework, students were to redo their measurement of length worksheet if they got any answers wrong.
For homework, students were to redo their measurement of length worksheet if they got any answers wrong.
Monday. Sept 27, 2010
Students wrote down the factor(s) they investigated for Alka-Seltzer lab.
Students did measuring length worksheet.
Students did measuring length worksheet.
Friday, Sept 24, 2010
Went over worksheet from yesterday.
Handed out Lab Format sheet and State Standards Sheet
Discussed what goes into writing a lab based on alka-seltzer lab. Investigated what factors affect the rate of a chemical reaction.
Students chose factors to test and did the experiment.
Handed out Lab Format sheet and State Standards Sheet
Discussed what goes into writing a lab based on alka-seltzer lab. Investigated what factors affect the rate of a chemical reaction.
Students chose factors to test and did the experiment.
Thursday, Sept 23, 2010
Astrogeniosity test
When done with test, students did worksheet on Scientific Method based on Textbook
When done with test, students did worksheet on Scientific Method based on Textbook
Wednesday, September 22, 2010
Wednesday, Sept 22, 2010
Because of the bad quiz scores I postponed the test until tomorrow. Today I allowed students to practice using the Quia programs. The students rapidly lost interest even though I tried to impress on them that these questions were similar to those on the tomorrow's test.
In retrospect, I should have required the quia review for homework and NOT postponed the test.
Told students they needed to bring covered textbooks to class tomorrow or have a 30 min detention.
In retrospect, I should have required the quia review for homework and NOT postponed the test.
Told students they needed to bring covered textbooks to class tomorrow or have a 30 min detention.
Tuesday, September 21, 2010
Tuesday, Sept 21, 2010
Handed back Moon Phase Quizzes.
Postponed test to Thursday since results of quizzes were so bad.
Asked for results from homework calculation of ratios of height to base of triangles. Most students did not do it. When I asked why, they said they did not know how to measure with a ruler!!
Did Sun Lab
Went over results of Sun Lab
Discussed number of Earths that go across the diameter of the Sun, number of Earths that span the distance from the Earth to the Sun.
Classified planets as rocky or gas giants. Explained that gas giants can hold onto hydrogen gas because they have more mass (greater gravitational force), and are farther away from the Sun (less heating of the gas).
Showed idea between center of gravity and finding planets around other stars.
Tomorrow, divide students into pairs and do Quia review.
Test on Thursday.
Postponed test to Thursday since results of quizzes were so bad.
Asked for results from homework calculation of ratios of height to base of triangles. Most students did not do it. When I asked why, they said they did not know how to measure with a ruler!!
Did Sun Lab
Went over results of Sun Lab
Discussed number of Earths that go across the diameter of the Sun, number of Earths that span the distance from the Earth to the Sun.
Classified planets as rocky or gas giants. Explained that gas giants can hold onto hydrogen gas because they have more mass (greater gravitational force), and are farther away from the Sun (less heating of the gas).
Showed idea between center of gravity and finding planets around other stars.
Tomorrow, divide students into pairs and do Quia review.
Test on Thursday.
Monday, September 20, 2010
Monday, Sept 20, 2010
Elected student council rep by secret ballot.
Quiz on phases of the moon.
Showed cartoon of Hi and Lois about the Autumn Equinox
The Autumn or Fall Equinox is Wed, Sept 22, 2010
Equi-nox means equal night. At the equinox (first day of fall) we get equal hours of night and day.
At the summer solstice (first day of summer), the sun is highest in the sky. "sol-stice" comes from sun and stationary. As we approach the summer solstice, the sun gets higher and higher in the sky at noon, reaching its most overhead position at the summer solstice (around June 21). After that the Sun goes lower in sky reaching its lowest position at noon in the sky on the winter solstice (first day of winter - about Dec 21).
Went over the order of the seasons showing the position of the Earth at the start of each season - Summer, Fall, Winter, Spring
Discussed causes of the seasons. Seasons are NOT due to how close or far away the Earth is from the Sun. If it were, we would have the same seasons in both the northern and southern hemispheres. On Earth, the seasons are reversed for the two hemispheres. When it is winter in the northern hemisphere, it is summer in the southern hemisphere, etc.
Instead, the seasons are due to the tilt of the Earth's axis. It is tilted about 23.5 degrees from the perpendicular to its orbital plane. Without this tilt, we would not have seasons. Showed how we get 24 hours of sunlight at summer solstice at the north pole and get 24 hours of darkness at the same time at the south pole.
Uranus has the greatest tilt, about 90 degrees, so it has the most extreme seasons.
Did measuring exercise of length and width of table. Students need to measure in centimeters (100 to the meter) to the nearest 0.1 centimeter.
Had students draw similar triangles and measure the ratios of height to base for the two triangles. Did not get a chance to discuss the significance of the ratios. Had students calculate the ratios for homework.
Quiz on phases of the moon.
Showed cartoon of Hi and Lois about the Autumn Equinox
The Autumn or Fall Equinox is Wed, Sept 22, 2010
Equi-nox means equal night. At the equinox (first day of fall) we get equal hours of night and day.
At the summer solstice (first day of summer), the sun is highest in the sky. "sol-stice" comes from sun and stationary. As we approach the summer solstice, the sun gets higher and higher in the sky at noon, reaching its most overhead position at the summer solstice (around June 21). After that the Sun goes lower in sky reaching its lowest position at noon in the sky on the winter solstice (first day of winter - about Dec 21).
Went over the order of the seasons showing the position of the Earth at the start of each season - Summer, Fall, Winter, Spring
Discussed causes of the seasons. Seasons are NOT due to how close or far away the Earth is from the Sun. If it were, we would have the same seasons in both the northern and southern hemispheres. On Earth, the seasons are reversed for the two hemispheres. When it is winter in the northern hemisphere, it is summer in the southern hemisphere, etc.
Instead, the seasons are due to the tilt of the Earth's axis. It is tilted about 23.5 degrees from the perpendicular to its orbital plane. Without this tilt, we would not have seasons. Showed how we get 24 hours of sunlight at summer solstice at the north pole and get 24 hours of darkness at the same time at the south pole.
Uranus has the greatest tilt, about 90 degrees, so it has the most extreme seasons.
Did measuring exercise of length and width of table. Students need to measure in centimeters (100 to the meter) to the nearest 0.1 centimeter.
Had students draw similar triangles and measure the ratios of height to base for the two triangles. Did not get a chance to discuss the significance of the ratios. Had students calculate the ratios for homework.
Friday, Sept 17, 2010
Went over Phases of the Moon Lab using the overhead.
Showed the saying for determining waxing and waning:
If right is bright, then wax to max.
Showed how to determine from Phases of the Moon Lab at what time that phase is most overhead, and when it rises and sets.
Interesting factoids about the moon:
1. The horns of the crescent moon always point away from the Sun
A crescent moon is always close to the Sun in the sky
2. A line drawn connecting the horns of the crescent moon points south.
Showed cartoons of "incorrect" crescent moons in which the time of night indicated by the cartoon does not agree with the time shown by the moon.
Quiz next time on phases of the moon.
Showed the saying for determining waxing and waning:
If right is bright, then wax to max.
Showed how to determine from Phases of the Moon Lab at what time that phase is most overhead, and when it rises and sets.
Interesting factoids about the moon:
1. The horns of the crescent moon always point away from the Sun
A crescent moon is always close to the Sun in the sky
2. A line drawn connecting the horns of the crescent moon points south.
Showed cartoons of "incorrect" crescent moons in which the time of night indicated by the cartoon does not agree with the time shown by the moon.
Quiz next time on phases of the moon.
Thursday, Sept 16, 2010
Quiz 2
Went over Phases of the Moon showing what the Moon looks like during each phase.
Did Phases of the Moon Lab
Went over Phases of the Moon showing what the Moon looks like during each phase.
Did Phases of the Moon Lab
Wednesday, September 15, 2010
Wednesday, Sep 15, 2010
Handed out blank quiz sheets from yesterday and allowed students to work by themselves on the quiz sheet using their notes but NOT discussing with others.
Handed back quiz sheets - went over any questions.
Allowed students to choose groups of 3. Handed out a packet of markers to each group and a piece of paper to each person. Within a group, one person drew picture of Sun, one of Moon, and one of Earth.
When done, I had students practice rearranging themselves and their cards to show solar and lunar eclipses.
Showed video on lunar and solar eclipses.
Quiz tomorrow on material from days 1,2,3
Handed back quiz sheets - went over any questions.
Allowed students to choose groups of 3. Handed out a packet of markers to each group and a piece of paper to each person. Within a group, one person drew picture of Sun, one of Moon, and one of Earth.
When done, I had students practice rearranging themselves and their cards to show solar and lunar eclipses.
Showed video on lunar and solar eclipses.
Quiz tomorrow on material from days 1,2,3
Tuesday, Sept 14, 2010
Quiz on day 1 ideas
Went over quiz
Showed first part of Tour of Universe with emphasis on factoids about the various planets.
Went over quiz
Showed first part of Tour of Universe with emphasis on factoids about the various planets.
Monday, September 13, 2010
Monday, Sept 13, 2010
Reviewed what we did on Friday (Listening Skills)
Handed back Room Scavenger Hunt papers and Quizzes on Class Policies
Students who did not take the quiz took it while I handed back papers
Paired students for Astrogeniosity Pre-Test
Students said something nice to partner, then took test. Must stay in seat and must talk ONLY to partner.
Students handed in tests.
Content Objectives:
Students will will able to
. Describe the motions of the Earth and Moon using words and pictures
. Describe how theories can evolve with time
. Demonstrate the right hand rule
Asked students to go to page 6 in their notebooks, write date, and write content objectives. In Table on Contents on Page 1, students wrote page 6, Motions of Earth and Moon and right hand rule.
Started with calender showing divisions into year, month, day.
Gave astronomical definitions of year, month, day and drew corresponding pictures
Also gave definitions of:
axis: line drawn through the object
rotate: spin or turn
orbit: go around an axis not part of the object
planet <--plane all planets go about the Sun in the same direction and in about the same plane.
Drew pictures for radius, diameter, circumference, area
Explained right hand rule poem
Thumbs up for Santa, right
Fingers curl, spin day to night
These same fingers also show
The way around the Sun we go!!
Students practiced poem
Talked about how theories change
flat Earth --> spherical Earth Asked for evidence (don't fall off Earth, when ships sailing away you see sails go out of view last, different stars depending on latitude, shape of Earth on Moon during Lunar eclipse)
Sun and planets around Earth --> Sun at center of solar system
Discussed when is best time to see shooting stars
Demonstrated using elevator example that leading edge of boomerang gets more lift than trailing edge and that makes boomerang return.
Homework: Practice RHR poem
Quiz on ideas
Handed back Room Scavenger Hunt papers and Quizzes on Class Policies
Students who did not take the quiz took it while I handed back papers
Paired students for Astrogeniosity Pre-Test
Students said something nice to partner, then took test. Must stay in seat and must talk ONLY to partner.
Students handed in tests.
Content Objectives:
Students will will able to
. Describe the motions of the Earth and Moon using words and pictures
. Describe how theories can evolve with time
. Demonstrate the right hand rule
Asked students to go to page 6 in their notebooks, write date, and write content objectives. In Table on Contents on Page 1, students wrote page 6, Motions of Earth and Moon and right hand rule.
Started with calender showing divisions into year, month, day.
Gave astronomical definitions of year, month, day and drew corresponding pictures
Also gave definitions of:
axis: line drawn through the object
rotate: spin or turn
orbit: go around an axis not part of the object
planet <--plane all planets go about the Sun in the same direction and in about the same plane.
Drew pictures for radius, diameter, circumference, area
Explained right hand rule poem
Thumbs up for Santa, right
Fingers curl, spin day to night
These same fingers also show
The way around the Sun we go!!
Students practiced poem
Talked about how theories change
flat Earth --> spherical Earth Asked for evidence (don't fall off Earth, when ships sailing away you see sails go out of view last, different stars depending on latitude, shape of Earth on Moon during Lunar eclipse)
Sun and planets around Earth --> Sun at center of solar system
Discussed when is best time to see shooting stars
Demonstrated using elevator example that leading edge of boomerang gets more lift than trailing edge and that makes boomerang return.
Homework: Practice RHR poem
Quiz on ideas
Friday, September 10, 2010
Friday, Sept 10, 2010
Students followed class EBS, introduced themselves to partner, and said something nice.
Collected Parent Notice form and Course Expectation Form.
Check for Textbook covers
Make sure students have written name in book
Quiz on Course Expectations (15 min)
Room tour scavenger hunt (30 min)
Show meeting place for emergency evacuation (did not do because of disruptions due to students leaving for class pictures)
Showed students how to set up notebook.
Number pages in upper corner. At top of page 1, write table of contents. First entry on page 1 is 5 (for page 5). Turning to page 5, students wrote date and content objectives for listening skills:
Content objectives: 1. Describe the elements of Good Listening
2. Use Good listening skills in a classroom exercise
Showed overhead with listening quotes
Students divided the rest of the page into 3 sections labeled: Looks like, Sounds like, and Makes you Feel
Students spent 2-3 minutes writing down their answers then we went around the room sharing ideas
Brainstorm - Why are listening skills important?
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Collected Parent Notice form and Course Expectation Form.
Check for Textbook covers
Make sure students have written name in book
Quiz on Course Expectations (15 min)
Room tour scavenger hunt (30 min)
Show meeting place for emergency evacuation (did not do because of disruptions due to students leaving for class pictures)
Showed students how to set up notebook.
Number pages in upper corner. At top of page 1, write table of contents. First entry on page 1 is 5 (for page 5). Turning to page 5, students wrote date and content objectives for listening skills:
Content objectives: 1. Describe the elements of Good Listening
2. Use Good listening skills in a classroom exercise
Showed overhead with listening quotes
Students divided the rest of the page into 3 sections labeled: Looks like, Sounds like, and Makes you Feel
Students spent 2-3 minutes writing down their answers then we went around the room sharing ideas
Brainstorm - Why are listening skills important?
Students did "What Do You Think?" exercise in pairs with partner.
Went over paper.
For homework, students are to quiz parents on these questions.
Thursday, September 9, 2010
Start of New School Year!!
Assigned students seats
Student profile.
Didn't go over my background.
Course Expectations - bring in signed form tomorrow for 5 pts
Parent Notification - bring one signed form tomorrow for 10 pts
Got textbooks
Bring covered textbook tomorrow for 10 pts
Make sure students write name in books
Magic Jar demo
Tomorrow do classroom tour scavenger hunt and show emergency meeting place.
Assigned students seats
Student profile.
Didn't go over my background.
Course Expectations - bring in signed form tomorrow for 5 pts
Parent Notification - bring one signed form tomorrow for 10 pts
Got textbooks
Bring covered textbook tomorrow for 10 pts
Make sure students write name in books
Magic Jar demo
Tomorrow do classroom tour scavenger hunt and show emergency meeting place.
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