Test on motion and forces.
When everyone was done, introduced energy briefly.
Used pendulum next to students nose to illustrate gravitational potential energy and kinetic energy.
Showed energy balls - kinetic energy goes into heat.
Finished by showing the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
Sunday, January 11, 2009
Wednesday, Jan 7, 2009 - Block 4B
Test on motion and forces.
When everyone was done, introduced energy briefly and then showed the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
When everyone was done, introduced energy briefly and then showed the video "The Way Things Go" asking students to focus on the different types of energy and how they transform from one form into another.
Tuesday, Jan 6, 2009 - Block 4A
Gave class the remainder of the guided notes.
Took students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Thursday.
Took students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Thursday.
Monday, Jan 5, 2009 - Block 4B
Brought students to Library Computer Lab and had them do Quia exercises for review in preparation for the Test on Wednesday.
Friday, December 12, 2008
Friday, Dec 12, 2008 - Block 4B
Since Thursday class was such a disaster, I did not repeat it for today's class. Instead, students took out their guided note sheets and copied down the rest of the notes from the overhead. I explained things as we went.
Is mass the same as weight? NO! Mass is the amount of matter. It is a measure of the amount of inertia. Weight is the pull of gravity. An anvil in outer space is weightless, but it still has mass and still has inertia. It still could pack a wallop even though you could balance it on a finger tip.
After I finished, I put out the overheads and gave students the opportunity to copy down anything they had missed while the other students took a short break. During the break I handed out the Newton's 2nd Law worksheet and the supplemental activities for the 2nd Law Worksheet. I asked students to work on them at the same time since the supplemental activities helped them answer the questions for the worksheet.
I also told the students they would have a test on Newton's Laws next Thursday.
At first a couple of students really disrupted the class so I had them gather up their things and do the worksheets by themselves in another classroom. The rest of the class worked really well after those two left.
I collected both sheets at the end of the class.
Is mass the same as weight? NO! Mass is the amount of matter. It is a measure of the amount of inertia. Weight is the pull of gravity. An anvil in outer space is weightless, but it still has mass and still has inertia. It still could pack a wallop even though you could balance it on a finger tip.
After I finished, I put out the overheads and gave students the opportunity to copy down anything they had missed while the other students took a short break. During the break I handed out the Newton's 2nd Law worksheet and the supplemental activities for the 2nd Law Worksheet. I asked students to work on them at the same time since the supplemental activities helped them answer the questions for the worksheet.
I also told the students they would have a test on Newton's Laws next Thursday.
At first a couple of students really disrupted the class so I had them gather up their things and do the worksheets by themselves in another classroom. The rest of the class worked really well after those two left.
I collected both sheets at the end of the class.
Monday, December 8, 2008
Thursday, Dec 11, 2008 - Block 4A
Started by giving guided notes for Newton's 3 laws. Went over content objectives for Newton's 2nd Law and 3rd Law.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Wednesday, Dec 10, 2008 - Block 4B
Handed back and went over any questions on test.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
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