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.
Tuesday, November 30, 2010
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
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