Embedded Files
All assignments are due at the beginning of the next class unless a different due date is noted.
Friday, June 12, 2015
1.) Hand in review assignments.
2.) Take exam.
3.) Go away.
HW: Hop, skip, and be merry. Order is not important.
Thursday, June 11, 2015
1.) Doodle with liquid nitrogen. It's pretty cool......Yar, yar, yar, yar.
2.) End of Course Survey
3.) Exam Workshop.
HW: 1.) Maybe make sure you're ready for the Exam.
2.) The 6 Review Assignments are due within the first minute of walking into the exam for a major Supporting Skills grade. Place them in order (#1 on top through #6 on the bottom), and make sure your name is on each one.
Friday, June 5, 2015
1.) Review your Atoms quizzes.
2.) Last 3 review assignments.
3.) Workshop: Exam Review
HW: Work on your 6 Review Assignments. They are due within the first minute of walking into the exam for a major Supporting Skills grade. Place them in order (#1 on top through #6 on the bottom), and make sure your name is on each one.
Wednesday, June 3, 2015
1.) Hand in the pre-quizzes.
2.) Quiz: Models of the Atom, Ions, Isotopes.
3.) Fission and Fusion, and yes, you are STAR DUST, baby.....
HW: Final Exam Review Assignments. You have #1, #2, and #3 at this point.
Monday, June 1, 2015
1.) Nuclear Reactions: Part 1........Alpha and Beta Decay
2.) Why do we worry about radon around here? Where does it come from? Why do we care? What can we do about it?
3.) What's a "decay series"?
4.) U-238 decay series (with half-lives)
HW: 1.) Quiz next class: Models of the Atom, Elements, Isotopes, and Ions.
2.) Find out if the place where you live has ever been tested for radon.
3.) So, follow the decay series for U-238. It will undergo the series of alpha and beta decays you see below. Show each clearly.
alpha, beta, beta, alpha, alpha, alpha, alpha, alpha, beta, beta,alpha, beta, beta, alpha.
And what do you end up with? This ends up being a stable nucleus.
Thursday, May 28, 2015
1.) Hand in the "Build and Atom" lab.
2.) OK, so let's nail down these ideas: atomic number, atomic mass, isotope, ion. And what are common ways to communicate which isotope or ion we're talking about?
3.) Workshop: Pre-Quiz (Early Models of the Atom, Protons, Neutrons, and Electrons).
HW: 1.) Make sure the "What is an Atom? handout has EVERY PAGE complete. You shouldn't have too much to finish up at this point.
2.) Finish the Pre-Quiz.
Tuesday, May 26, 2015
1.) Acting out an atom producing a line spectrum (because of the electrons "relaxing" to from higher stable energy levels to lower stable energy levels and giving off different colors (energies) of light). You get to throw photons.
2.) Workshop: Checking out Energy, Light, Line Spectra Problems (it was HW)
3.) What's an Atom? We can finish this up now. All the way up to the Bohr Model and its stable electron energy levels. If you take Chemistry, you'll learn about the quantum model of the atom.
4.) Build an Atom Activity
Hopefully, you will learn....
...that atoms are typically made up of protons, neutrons, and electrons.
...where the protons, neutrons, and electrons are positioned in an atom.
...which of these three particles determines which element the atom is (hydrogen? carbon? uranium?).
...what the charges are of each of these three particles.
...which of these particles significantly changes the mass of the atom.
...what is different about a neutral atom vs. an ion.
...how to determine an ion's charge.
...whether or not all possible combinations of protons and neutrons result in a stable nucleus.
Here's the link to the web site you'll need to do this activity. You have the activity guide (handout) from class.
http://phet.colorado.edu/en/simulation/build-an-atom (This will run on your Chromebooks.)
HW: 1.) If you haven't already, finish and refine the "What is an Atom?" story with juicy details.
2.) Finish the Build an Atom Activity
Thursday, May 21, 2015
1.) The puzzle presented by the Rutherford Model (or Nuclear Model) of the atom....
2.) Lab: What are line spectra?
3.) Neils Bohr makes a darn clever connection between line spectra and the structure of an atom....
......STABLE electron energy levels !
4.) Activity: Acting out how electrons in atoms release photons of light of different energies.
HW: Line Spectra HW
Tuesday, May 19, 2015
1.) OK, a video review of what we've discovered about atoms so far..
*J.J.Thomson's discovery of the electron...https://www.youtube.com/watch?v=IdTxGJjA4Jw
* A VERY LAME simulation of Rutherford's Gold Foil Experiment...https://www.youtube.com/watch?v=wzALbzTdnc8
* A modern set-up of Rutherford's Gold Foil Experiment by a guy who looks a lot like a chemist friend of my from college.....
https://www.youtube.com/watch?v=XBqHkraf8iE
2.) So, now are model of the atom really need to include the nucleus...
...the Nuclear Model (also known as the Rutherford Model)
Anything puzzling about this model ?!?!?!? (Think about what forces unlike charges feel because of each other...)
HW: Nothing new. Good opportunity to catch up as needed.
Friday, May 15, 2015
1.) Radioactive Decay: Unstable atoms and alpha particles, beta particles, and gamma rays.
*Some types "radiation" are electromagnetic waves, and some are particles.
2.) OK, we'll need to know what an alpha particle is to understand the Rutherford Gold Foil Experiment.
3.) Big simulation of Rutherford's Gold Foil Experiment
*Potato gun = alpha particle source
*Big roll of paper with your lentil-electron atoms = Gold foil and the presumed Plum- Pudding model gold atoms.
* What were we EXPECTING to happen? What ACTUALLY happened?
4.) So what new thing about atoms was discovered?
5.) How will this change our model of the atom?
HW: In the "What is an atom?" packet, describe Rutherford's Gold Foil experiment and be clear about what was observed and what it means. This is on the page immediately after the Plum-Pudding Model page.
Wednesday, May 13, 2015
1.) Dalton's Atomic Theory HW. Hand in. Then let's see what you already new about the last question.
2.) More cool science while checking out the cathode ray tube (the electron beam equipment).......
3.) The "What IS an atom?" story....
4.) Spud guns and setting ourselves up for the next thing that made us change our model of the atom....
HW: Nothing new.
Monday, May 11, 2015
1.) Lab: Finish up the Conservation of Mass Lab (Balloon time? Another option?)
2.) Dalton's Atomic Theory.
3.) Our first model of the atom? That is, now that we have reason to believe they actually exist, what ARE they?!?!
4.) Discovery of the electron...
HW: Answer the Dalton's Atomic Theory HW questions. See the handout.
Thursday, May 7, 2015
1.) On-the-board Workshop: Any questions from the recent HW?
2.) Group Lab: Conservation of Mass
More evidence that maybe substances are made of little hunks (atoms).
HW: Revisit/retry/make sure you've shown your steps for any of the recent HW problems/Lab follow-up questions.
Tuesday, May 5, 2015
1.) Lab: Definite Proportions (a.k.a The Nuts and Bolts Lab)
The MAIN point of this lab is that real chemical reactions show the behavior you're seeing in this lab AND this is what we would expect to happen IF substances were made up of little hunks (hey, let's call them "atoms") and chemical reactions were just rearrangements of the atoms.
2.) If we have time today......Group Lab: Conservation of Mass
More evidence that maybe substances are made of little hunks (atoms).
HW: 1.) Finish up all the follow-up questions on the Definite Proportions Lab.
2.) Do the rest of the problems (#3 and #4) on the Definite Proportions Problems handout. There's one about Fred on the back....
Friday, May 1, 2015
1.) I hand back some of your work while you hand in your practice test.
2.) Big, rumbling, Plate Tectonics Test.
3.) From the LARGE (tectonic plates and Earth, and mountains....to the small.......atoms.)
Why would we even think atoms exist?
HW: 1.) Read the Definite Proportions Lab so you're ready to roll with it next time.
Remember, this phenomenon is what people that were doodling around with substances were noticing even before they understood why this was true, and that there were atoms making up the substances.
2.) Do problems #1 and #2 on the Definite Proportions Problems handout.
Wednesday, April 29, 2015
1.) Looking ahead at some Science NECAP questions like the juniors will be working on. Notice how many you can answer just fine already?!
2.) Review our evidence that supports the plate tectonics theory.
3.) Workshop: Practice Test
HW: Test next class. Topics: Plated Tectonics....p and s waves, interior structure of the earth, convection currents, reasons the interior of the earth is hot, convergent/divergent/transform boundaries, hot spots, and describing the features and events likely to happen at the locations we've studied (converging and diverging oceanic and continental plates), evidence that supports the plate tectonic theory.
Monday, April 27, 2015
1.) 7.8 Earthquake in Nepal.....
http://www.nytimes.com/interactive/2015/04/25/world/asia/nepal-earthquake-maps.html?hp&action=click&pgtype=Homepage&module=b-lede-package-region®ion=top-news&WT.nav=top-news&_r=0
http://theweek.com/speedreads/551719/terrifying-video-captures-moment-nepal-earthquake-struck
Why is that region likely to experience earthquakes? What's the epicenter of an earthquake? What's happening with the tectonic plates there?
2.) Evidence that the plate tectonics theory is correct? Mini-research.
3.) Workshop: Practice Test (remember to include the evidence that supports the plate tectonics theory in your preparation)
HW: Prepare for the test on Friday. Topics: Plated Tectonics....p and s waves, interior structure of the earth, convection currents, reasons the interior of the earth is hot, convergent/divergent/transform boundaries, hot spots, and describing the features and events likely to happen at the locations we've studied (converging and diverging oceanic and continental plates), evidence that supports the plate tectonic theory.
Wednesday, April 29, 2015
1.) Looking ahead at some Science NECAP questions like the juniors will be working on. Notice how many you can answer just fine already?!
2.) Review our evidence that supports the plate tectonics theory.
3.) Workshop: Practice Test
HW: Test next class. Topics: Plated Tectonics....p and s waves, interior structure of the earth, convection currents, reasons the interior of the earth is hot, convergent/divergent/transform boundaries, hot spots, and describing the features and events likely to happen at the locations we've studied (converging and diverging oceanic and continental plates), evidence that supports the plate tectonic theory.
Monday, April 27, 2015
1.) 7.8 Earthquake in Nepal.....
http://www.nytimes.com/interactive/2015/04/25/world/asia/nepal-earthquake-maps.html?hp&action=click&pgtype=Homepage&module=b-lede-package-region®ion=top-news&WT.nav=top-news&_r=0
http://theweek.com/speedreads/551719/terrifying-video-captures-moment-nepal-earthquake-struck
Why is that region likely to experience earthquakes? What's the epicenter of an earthquake? What's happening with the tectonic plates there?
2.) Evidence that the plate tectonics theory is correct? Mini-research.
3.) Workshop: Practice Test (remember to include the evidence that supports the plate tectonics theory in your preparation)
HW: Prepare for the test on Friday. Topics: Plated Tectonics....p and s waves, interior structure of the earth, convection currents, reasons the interior of the earth is hot, convergent/divergent/transform boundaries, hot spots, and describing the features and events likely to happen at the locations we've studied (converging and diverging oceanic and continental plates), evidence that supports the plate tectonic theory.
Spring Vacation!
I hope you used your imagination to imagine all that cold, gray, rainy weather was awesome and sunny.
Thursday, April 16, 2015
1.) Let's check out the 6 types of locations we were researching last time.
*Including the Hotspot demo..... Yay, fire and stuff....
2.) Tsunami? What does it look like? What would it be like to be caught in one?
https://www.youtube.com/watch?v=vTb15kJoyc8
3.) Mt. St. Helens erupts (1980)
https://www.youtube.com/watch?v=bgRnVhbfIKQ (18 seconds)
4.) Workshop: Plate Tectonics Practice Test
HW: Finish up the Practice Test.
Tuesday, April 14, 2015
1.) Convection Current Lab wrap-up. And turn it in.
2.) Demo: Here are two other reasons the plates are moving: Slab pull and ridge push.
3.) Let's identify some cool plate boundary possibilities (and hot spots), then do a little mini-research about them.
Goal: Every one of you can explain what is happening at each type of boundary, and what events and surface features are typical at these locations.
IN class, we checked out.......continental/oceanic - convergent
oceanic/oceanic - convergent
HW: On your own, do some mini-research to find out what is happening at the boundaries that we didn't get to in class today. This means to draw a picture of what the plates are doing, showing the typical features that are there, and finding out what are typical geological events that occur there (mountains? rift valley? Volcanic mountains or not? ).
The four types remaining to be checked out.....
continental/continental - convergent
oceanic/oceanic - divergent
transform boundary
hotspots
Friday, April 10, 2015
1.) Lab: Convection Currents.
HW: Finish up the questions on the Convection Currents Lab
Wednesday, April 8, 2015
1.) Theory of Plate Tectonics? Why do we care? What are the main points?
2.) Wait, the plates are HUGE! We've learned earlier in the course that the more massive an object, the more force is necessary for it to start moving (accelerate). What could POSSIBLY be providing such HUGE FORCES?!?!?
3.) Intro to..... Lab: Here's one reason the plates are moving: Convection Currents (pretty "easy" but also fairly cool)
HW: Answer the Plate Tectonics Background Questions. You will definitely need to do some research. The links I've provide below may turn out handy.
http://www.classroomatsea.net/general_science/plate_tectonics/tectonics_intro.html
http://pubs.usgs.gov/gip/dynamic/dynamic.html
http://www.learner.org/interactives/dynamicearth/plate.html
http://geology.com/plate-tectonics.shtml (shows a map with zoom-in spots of actual places)
http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_plate_tectonics_world.html
Monday, April 6, 2015
1.) NOVA: Deadliest Earthquakes. Follow-along questions. Definitely stop and report short sections of the video as needed.
HW: What tests should you have retaken at this point? It has been offered to you, but it's up to you to take advantage of it. This option will no longer be available once we get part way through May. It gets too hectic and silly and unproductive at that point.
Also, are you missing anything that should have been complete by now? Like a quiz or a test or a project?!
Thursday, April 2, 2015
1.) Forensic Seismology discussion
2.) Interior structure of the Earth.
3.) Begin NOVA: Deadliest Earthquakes.
http://video.pbs.org/video/1690329036/
HW: Clean up and refine any of the follow-along questions for the Deadliest Earthquakes video that we've progressed to so far.
Tuesday, March 31, 2015
1.) Scorpions: Biology, Waves, and Death to Critters Scorpions Like to Eat.
2.) Structure of the Earth and Seismic Waves
3.) Forensic Seismology (if we have time today....)
http://web.mst.edu/~rogersda/umrcourses/ge342/Forensic%20Seismology-revised.pdf
HW: In class, we explored the application of forensic seismology to nuclear test ban treaty verification (particularly the India and Pakistan nuclear tests of 1998). Check out the website I shared with you. Find TWO cool things about forensic seismology that we did not address together today in class to share with the rest of the class next time. Yes, write them down on a piece of paper.
Friday, March 27, 2015
1.) Decent "Layers of the Earth" song and video....
http://www.youtube.com/watch?v=HOd7PRJMkkQ
2.) Types of Seismic Waves Activity (Shake Like a Love Wave)
http://www.geo.mtu.edu/UPSeis/waves.html
3.) Finish up the Electromagnetic Wave Presentations.
HW: Finish the "Shake like a Love Wave" activity to hand in next time.
http://www.geo.mtu.edu/UPSeis/waves.html
https://www.youtube.com/watch?v=tuhgtwE02t0
Wednesday, March 25, 2015
1.) Electromagnetic Wave Presentations.
HW: Nothing new. Good time to make up anything as needed. Including any prior "NYC" tests.
Monday, March 23, 2015
1.) So let's see...How did your projects turn out?
2.) Small groups: remind each other of good practices for giving a presentation.....eye contact, for example.
3.) Some presentations.
HW: Nothing new. Make stuff up as necessary.
Wednesday, March 18, 2015
1.) Electromagnetic Waves Project
2.) Reminder about scientific notation and a good way to do scientific notation with your calculator
3E8 vs. 3x10^8
HW: Finish up your project for next class. It's due then. If you have a digital version of our project, share it with me. If you've made a paper version, bring it on in.
Monday, March 16, 2015
1.) Electromagnetic Waves Project.
I suggest that you do NOT actually try to begin physically creating a paper poster (if you choose that approach) yet. It's way too early to know what you want to include and how it should be organized on a poster. If you use some type of computer program (like Google Presentation), then of course you can start adding items to a file, which you will edit and organize later.
EITHER WAY, you should ALL be writing and making notes about the details of what you are finding. Stay focused on the Details in the project description. DO NOT spend all class watching random videos.
HW: Project is due Monday, March 23 the moment you walk into class. We will work on these projects during class time this week. Yes, you will need to work on this outside of class time to do a decent job.
Thursday, March 12, 2015
1.) Hand in Practice Test (Basics of Waves) and the v=f*lambda problems.
2.) Test. Topics: waves, mechanical waves, electromagnetic waves, longitudinal waves, transverse waves, frequency, amplitude, wavelength, period,
velocity = frequency*wavelength, Hertz, energy transfer using waves.
3.) Electromagnetic Waves Project
*What is it?
*Let's see who will do what type of wave.
You are not working with a partner for this project. You are preparing for, making, and giving your own presentation.
Radio waves - Lumi, Emma
Microwaves - Dylan R., Dylan C.
Infrared - Hanzon, Paige
Visible - Miranda, Skyla
Ultraviolet - Rin, Anna
X-rays - Skyler, Alexandra, Sarah
Gamma rays - Seamus, Shea
HW: Work on the Electromagnetic Wave Project
Tuesday, March 10, 2015
1.) Workshop: Practice Test
2.) * Active Denial System (microwave)
* Mythbusters.... Breaking a glass by singing? Energy transfer via a sound wave.
https://www.youtube.com/watch?v=I4jdGf3RzCs
* Tacoma Narrows
http://on.aol.com/video/the-original-tacoma-narrows-bridge-collapse-of-1940-119995718
http://www.theguardian.com/science/grrlscientist/2011/dec/13/1 (aeroelastic flutter?)
HW: Test next class. Topics: waves, mechanical waves, electromagnetic waves, longitudinal waves, transverse waves, frequency, amplitude, wavelength, period, velocity = frequency*wavelength, Hertz, energy transfer using waves.
https://www.youtube.com/watch?v=QjrEkG870ko
Friday, March 6, 2015
1.) Gravitational lensing ! Observing a supernova that occurred 9.3 billion years ago! Groundhog Day.....
2.) Waves have velocities! They travel! Not all waves, of course, travel at the same speed.
Relationship between wave velocity, wavelength, and frequency?
3.) Group Lab: Velocity of Waves.
4.) Wave velocity example problems.
5.) Practice Test Workshop.
HW: 1.) Finish the wave velocity/frequency/wavelength problems (front and back) on handout.
2.) Finish up the practice quiz. Even #8 should be fine now. Use the equation we discovered during class today. And use your basic algebra skills (and include units!) to find the one value that you are looking for.
Wednesday, March 4, 2015
1.) Watch this video, which is about the earthquake and tsunami that happened in Japan a few years ago. It's a great example of how what you are learning about waves (both tsunami waves and seismic waves) connects to the worries this caused about the Fukushima nuclear reactor. This then motivates exploring other energy sources.
https://www.youtube.com/watch?v=lyqUhAq3oWo
2.) After the video, discuss what you found interesting about the video. What would it have felt like had you been there during the tsunami? What do you think about the "alternative" ways to produce electrical energy?
HW: Nothing new. Make up back work. Prepare for tests you've missed.
Monday, March 2, 2015
1.) What is frequency? What data would we need to collect (and then what would we do with it) to figure out a frequency?
This new idea always HERTZ to learn !!! HAR HAR HAR HARDY HAR HAR HAR......
2.) "Anatomy" of a wave.
3.) Lab: PhET Wave on a String Simulation. http://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_en.html
HW: Begin the Practice Quiz: Basics of Waves. You will be able to do most of this. You might be stuck on #8 at this point, which is OK for now. No, there isn't a quiz next class. Coming soon, though.
Winter Vacation
Wednesday, February 18, 2015
1.) Waves......so, where were we?!
2.) Lab: Transverse and Longitudinal Waves
3.) Pre-Lab: Explore the "Waves on a String" simulator at the PhET site...
Upon returning from vacation, we'll learn some more details about waves,
such as what is meant by amplitude, wavelength, frequency, and period.
http://phet.colorado.edu/sims/html/wave-on-a-string/latest/wave-on-a-string_en.html
HW: Play with the "Waves on a String" simulator once more toward the end of vacation, so that you are very familiar with what it can do. This will help you get more out of the lab when you return.
Monday, February 16, 2015
1.) So, how much $$$$ has your family been spending to heat the place where you live each winter?
2.) So, we've been learning about energy, including how it can change from one kind to another. How else, BESIDES moving objects (that have kinetic energy) can energy get transferred from one spot to another?
3.) Lab: What's a Mechanical Wave?
HW: Practice waving at people.
Thursday, February 12, 2015
1.) 15 minute (NO MORE, but can be less) Student-run workshop. The point? Have a student or two come up to one of the boards and determine if the group wants to review a couple problems from the practice test. Work the problems and argue productively about the clarity and correctness of solutions.
2.) HAND IN YOUR PRACTICE TEST.
3.) Test (See topics below.)
HW: Find out how much it costs to heat where you live for the winter season. If you rent and don't pay for heat separately, this might be tough to find out.
Tuesday, February 10, 2015
1.) So, what did you find out through your mini-research? Is there really a nuclear power plant in NH? What is Pine Tree Power? Ever been inside Moore Dam?
2.) Example problems: Solving for time in an energy-power-time problem.
3.) Workshop: Preparing for the test. Work on the practice test.
HW: 1.) Test next class. Topics: Energy, power, time problems; Showing set-ups and units to solve problems; Finding energy used in kWhrs; Finding how much it costs for the electrical energy to run something; USING CONVERSION FACTORS to convert from one unit to another (This is a very useful skill, it's not just about "getting the answer" right now.); Knowing what you did and why during the Power Lab.
2.) Finish the practice test to hand in at the beginning of next class for a major Supporting Skills grade. Remember, you may need to practice some things more than just the problem or two of that type that show up on the practice test. (Conversion problems are an example.)
Friday, February 6, 2015
1.) Nuclear power plant in Bethlehem? On-line Courier article from yesterday....
2.) Power Lab results?!
3.) Energy use and power generation in NH - http://www.nh.gov/oep/energy/energy-nh/index.htm
4.) Mini-Research: Some electricty-generating plants in NH.
You'll definitely need to do some on-line research to figure out/look up answers to the questions posed.
This site is helpful for #6f.
Seabrook relicensing challenges - http://www.seacoastonline.com/article/20140910/News/409100366
HW: Finish up the Mini-Research questions.
Wednesday, February 4, 2015
1.) Power Lab of Powerfulness......
HW: 1.) Finish up and refined the Power Lab.
2.) Revisit the "Work and Power" handout and make them better as needed. Particularly, really use conversion factors (the parentheses thingy) to get Watts from hp and to get hp from Watts.
Monday, February 2, 2015
1.) So, how many kilowatt*hours of electricity does your family use in a typical month?
2.) What's power?
3.) Intro. to the Power Lab, which we'll do next time.
4.) Workshop: Power problems.
HW: 1.) Read the Power Lab. Yes, see what you're going to do at each station. Answer the "pre-lab" questions at the bottom of the first page.
2.) Finish the "Work and Power" handout you started in class.
Thursday, January 29, 2015
1.) Quiz: Kinetic and Potential Energy
2.) Challenge Problem Workshop
HW: Find out how many kilowatt*hours of electricity your family typically uses in a month. Specifically, how much did you use in December 2014? What was the average monthly use over the past year? PSNH (Public Service of NH), which is probably your electricity provider, has this information on-line where your parents might pay the bill. I think it is also on the paper version of the bill.
YES, kilowatt*hours is a unit of energy. It is usually the unit used when talking about electrical energy use. It's like a Joule, in the way that a mile is like a centimeter.
Tuesday, January 27, 2015
1.) Heads Up! Mini-quiz next class. Topics: Solving basic kinetic energy and gravitational energy problems.
2.) On-the-board workshop: Problems a-d from the in-class workshop last time.
3.) Hmmm.....so, how did you handle the Roller Coaster Design problem now that friction is involved?
4.) Lab: Photogates and Dropping Stuff
(Can we design a simple experiment to see if energy is really conserved as it changes from potential to kinetic.)
HW: Mini-Quiz next class. Topics: Solving basic kinetic energy and gravitational energy problems. So, no big roller-coaster problems with friction yet (although you are probably pretty good with these by now).
Friday, January 23, 2015
1.) So, what's the velocity of the roller-coaster car at position 3 (at the top of the second hill)?
2.) Workshop:
Clearly show your set-ups. Hint: Start with the kinetic energy equation or the potential energy equation. THEN start substituting the specific information you are given to find find what you are looking for.
a.) Find the velocity of 75 kg object (maybe you) that has a kinetic energy of 1,000,000 Joules.
b.) Find the mass of an object that is going 300 m/s and has a kinetic energy of 1000 Joules.
c.) A 4 kg angry woodchuck has a potential energy of 900 Joules relative to the ground. How high above the ground is the angry woodchuck?
d.) A happy pig is sitting on a tree limb 25 meters above the ground and has a potential energy (relative to the ground) of 1200 Joules. What is the mass of the happy pig?
e.) Can pigs fly?
3.) Conservation of Energy and Roller-Coaster Design: The somewhat more realistic version with friction acting.
HW: 1.) Finish and possibly retry or refine the problems from the workshop today.
2.) In a well-organized, reasonably neat manner, find the velocity of the roller-coaster car at position 2 and position 3 now that friction is part of our model.
Wednesday, January 21, 2015
1.) Conservation of Energy
2.) Roller Coaster Design: The no-friction version.
HW: Find the velocity of the roller coaster car at the top of the second hill (position 3).
To help you, use the example we did together in class to find the velocity at position 2.
Friday, January 16, 2015
1.) Kinetic energy and potential energy notes.
How do you find the how much kinetic energy or gravitational potential energy something has?
2.) October Sky, continued.
HW: Do the kinetic and potential energy problems on the handout.
Wednesday, January 14, 2015
***Short class due to assembly schedule.***
1.) October Sky. http://zumvo.com/watch-october-sky-1999-975
HW: Make up what you need to. Chill.
Monday, January 12, 2015
1.) Hand in the practice tests.
2.) Intro. to the Energy Skate Park Lab
After the test, and for HW, play seriously with this simulation.....
http://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html
3.) Test: Simple and compound machines (levers, ramps, wheel-and-axles, pulley systems), MA, IMA, Efficiency, Work, Knowing what these machines can and can NOT do for you.....
HW: Finish the Energy Skate Park Lab by playing purposely with the Energy Skate Park: Basics simulation. Answer these questions clearly and neatly. You will turn them in as your lab.
a.) As the skater moves DOWN the ramp, what happens to potential energy? To kinetic energy?
b.) As the skater moves UP the ramp, what happens to potential energy? To kinetic energy?
c.) When there is zero friction in the simulation, what is true about the sum of the potential and kinetic energies?
d.) How does introducing friction affect the simulation?
e.) What "new" type of energy shows up in the bar graph when there is friction happening?
f.) When there is friction in the simulation, what is true about the sum of the potential and kinetic energies?
g.) When there is friction in the simulation, what happens to the thermal energy bar in the bar graph as time goes on?
h.) When there is friction in the simulation, what is true about the sum of the potential and kinetic and thermal energies?
i.) What do you think is meant by the "Law of Conservation of Energy"?
Thursday, January 8, 2015
1.) Converting energy from one form to another....
(coal) https://www.youtube.com/watch?v=SeXG8K5_UvU
(nuclear) https://www.youtube.com/watch?v=VJfIbBDR3e8
2.) Intro to next lab..... Energy Skate Park
http://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html
3.) Workshop: Practice Test
HW: Test next class. Topics: Simple and compound machines (levers, ramps, wheel-and-axles, pulley systems), MA, IMA, Efficiency, Work, Knowing what these machines can and can NOT do for you.....
Refine and retry problems from the practice test. Turn it in next time for a major Supporting Skills grade.
Tuesday, January 6, 2015
1.) Return your recent labs. A few things to pay attention to....
2.) Workshop: Practice Test.
HW: Finish the practice test. Yes, you better really give the "challenging" question a serious, sustained attempt.
Holiday Vacation
Friday, December 19, 2014
1.) Hand in the Pulley Labs.
2.) Tool Lab
3.) Tug of war using the cable-puller.
HW: 1.) Ho.
2.) Ho.
3.) And, furthermore, ho.
Wednesday, December 17, 2014
1.) Levers and Wheel-and-Axles HW Workshop.
2.) Lab: Tool Lab (Levers and Wheel-and-Axles).......and......the come-along cable puller.
HW: 1.) Retry/refine problems from the last HW.
2.) Make sure your work is very clear and complete on your lab up to whatever point you got to.
Monday, December 15, 2014
1.) * Return any previous work that's still lingering around.
* Hmmm....who's work is this? Oh, to just put your name on your papers...
* Test on Simple Machines....Friday or right after break?
2.) Levers and Wheel-and-Axles: Part 2
3.) Intro to......Lab: Tool Lab (Levers and Wheel-and-Axles)
HW: 1.) Finish the lever problems on the handout from class.
2.) Test on all this simple machine stuff (MA, IMA, Win, Wout, Efficiency, levers, pulleys, ramps, wheel-and-axles, and designing/analyzing these systems) is coming up right after break (IF you decide, as a class, that you don't want get it over with on Friday).
3.) We'll continue the Lab next class.
Thursday, December 11, 2014
1.) What we've learned about pulleys.......also applies to ramps, levers, and wheel-and-axles.
2.) Finish up our "group research questions" from last time.
3.) Applying what we know to ramps, levers, and wheel-and-axles.
HW: We got through levers, and will do wheel-and-axles next time.
Tuesday, December 9, 2014
1.) Workshop: Pulley HW problem #1.
2.) Some pulley (and simple machine) research questions to keep in mind as we gather data in the lab....
*What, if any, connection is there between the number of "strings" supporting the load and the pulley systems MA?
*What, if any, connection is there between the MA of a pulley system and its efficiency?
3.) Finish up and hand in the Pulley Lab (KEEP IN MIND the data and calculations I want from you for your last pulley set-up.)
4.) Put the data for at least 2 of your pulley systems in the group spreadsheet (# of "strings" supporting load, MA, IMA, and Efficiency)
What
HW: Do the second problem on the Pulleys (and Simple Machines) handout. Could be easy-peasy.
Friday, December 5, 2014
1.) Simple Machine Equations to have in mind.
2.) Lab: Pulley Systems
HW: Problem #1 (a-i) of the Pulleys (and Simple Machines) handout.
Wednesday, December 3, 2014
1.) "Work" Check-in. Turn in the lab. HW problem check-in.
2.) Lab: Pulleys Exploration with no guidance. Can you build a pulley system that allows you to lift the weight using half the force it takes to lift the weight directly? How about a third of the force?
3.) Lab: Pulley Systems
HW: Nuthin' new.
Monday, December 1, 2014
1.) Research Paper Check-in.
2.) Time to do WORK !
3.) Lab: Work.
HW: 1.) "Clean up" your Work Lab to hand in next time.
2.) Finish the "Problems About Work" handout.
Tuesday, November 25, 2014
1.) Hand in them there Friction Research Papers. Overall, it LOOKED like you all were doing solid work on this. Definitely keep in mind you can use this in your English/writing portfolio. While it is about to be graded for this class, you can still edit another copy of it to improve it for your portfolio if that is appropriate.
2.) So.....a model for friction ? ! ?
3.) Introduction to WORK. (Finally, maybe you'll do some work in here.....)
HW: Finish up the Friction problems handout if you haven't done so already.
Friday, November 21, 2014
1.) "Typical Way to Write a Scientific Research Paper" handout.
2.) Scientific Research Papers: Author order.
3.) Introduction: Why, huh, what?
4.) Workshop: Your research papers
HW: Use the guidelines, get fellow-students to give you feedback on sections of your paper, make revisions. Your paper is due at the beginning of class next time. Print it out ! ! ! ! !
Wednesday, November 19, 2014
1.) Writing scientific research papers. How and Why?
2.) Workshop
HW: Work on your friction research paper. No, not the whole thing. Get your Methods (Procedure) section nailed. Also, copy and paste your graphs (be organized about your order) into your Results section. Also, add the conclusions you've written draft of into the Discussion (Conclusions) section.
Need to check on data or collect some more? Take the few minutes this takes and do it during x-block.
Monday, November 17, 2014
1.) Check-In: Making Google spreadsheets make the scatter plots you really want. (It's mildly awkward, but not too bad.)
2.) Reporting your results to others. How scientists communicate results.
*Abstract
*Introduction
*Methods (Procedure)
*Results (or Data)
*Discussion (or Conclusions)
* Works Cited
HW: Write your Procedure section. Remember, in class we suggested that the first paragraph addressed key procedure points that are common to all four of your experiments. The next 4 paragraphs are about each of the four experiments. Your colleagues are reasonably skilled. Don't explain inane things to your colleagues, like what buttons to push on a stopwatch. You can assume they have this skill.
Thursday, November 13, 2014
1.) Finish all four of your experiments. Remember, if you need to do several trials to get a velocity near a certain value, just do it.
2.) Graph your data (so, four Friction vs. "whatever" graphs) and see if your data allows you to clearly answer the research question. It is not unusual to go back and take some more data or to CONFIRM that "weird-looking" data is actually repeatable (and, if not, that it is replaced by data you are more confident was gathered competently.) Update your graphs to reflect the data you are more confident about.
3.) On a google doc, write a one paragraph conclusion for each or your four experiments. Do not just say, for example, "Yes, changing "whatever" makes the friction change". Be specific. Does increasing "whatever" cause friction to increase, too, or to decrease? Does it look linear or not? If you think "whatever" has little or no effect on friction, why do you think so? Are you confident this is true? If not, you really should take more data or check to see if data you have taken is repeatable.
HW: Finish your four conclusion paragraphs.
Monday, November 10, 2014
1.) Lab: Run your four friction experiments.
HW: 1.) Create well labeled, titled, and scaled dependent vs. independent variable graphs. One for each of the four experiments.
Can you insert a text box or somehow else identify the values of your control variables right on the graphs?
2.) What do your graphs suggest is true about the affects of weight, velocity, contact area, and surface materials on friction?
3.) Identify any of your experiments that could benefit from a few more data points, or for which you would like to verify your data is actually repeatable.
Thursday, November 6, 2014
1.) OK, so let's check in on your spreadsheet. Make sure you have shared this with me at dacros@profile.k12.nh.us
2.) Tweaking your spreadsheet for how you'll really determine the velocity.
3.) Here are your groups............now go run your experiments.
HW: For the data you've collected so far, make graphs right in your google spreadsheet. So, you've now graduated
Tuesday, November 4, 2014
0.5.) HW Check-in.
1.) Dependent, independent, and control variables (or controlled variables).
*Does how high above the floor you release an object affect how long it takes to hit the floor?
*Does eating M&Ms the half hour before a soccer game help the team win?
*Does completing a practice test help a student get a better grade on a test?
2.) Sliding Friction Research: Part 2 - Clearly identifying the dependent, independent, and control variables.....and making predictions.
3.) Creating a google spreadsheet for your four experiments. (And we'll start the HW together.
HW: Finish setting up your four experiments in a single google spreadsheet like we started in class. This means.....
a.) Labeling them Experiment #1, #2, #3, and #4, and identifying the specific research question.
b.) Clearly identifying the dependent, independent, and control (or controlled) variables for each experiment.
c.) Setting up a table (no, no way to fill it in yet), that has columns (including units in parentheses when needed) for the data you will need to collect for each experiment. Hint: Each of the 4 experiments is remarkably similar in this regard since you must collect data about the control variables each time!
Friday, October 31, 2014
1.) Here are your tests. Overall, as a group, darn well done.
2.) Friction Research: Part 1
We've used friction in lots of our problems so far, but WHAT AFFECTS HOW MUCH FRICTION THERE IS WHEN YOU DRAG SOMETHING?
3.) Pumpkin Violence..... (Chemical reactions...one to make the acetylene, then another for making it combine with oxygen.)
HW: Answer the following questions on a piece of paper that you keep in your binder.
a.) Draw a force diagram for a loaded cardboard sled that you are pulling and is moving to the right and speeding up.
(Hints: Four forces.)
b.) Is the sled in (a) in equilibrium? (Yes or no.)
c.) In (a), is your pull force equal to the friction force?
d.) So, if you were pulling using a force meter in (a), would the force meter's reading equal the friction force?
e.) Draw a force diagram for a loaded cardboard sled that you are pulling and is moving to the right at a constant velocity.
(Hints: Four forces.)
f.) Is the sled in (e) in equilibrium? (Yes or no.)
c.) In (e), is your pull force equal to the friction force?
d.) So, if you were pulling using a force meter in (e), would the force meter's reading equal the friction force?
Monday, October 27, 2014
1.) Heads Up! Test next class. Topics: Weight, mass, force, vectors, and Newton's Laws.
2.) Workshop: Practice solving problems.
HW: Retry problems from the Practice Test. A good technique: Get a blank piece of paper and put it on top of the practice test so that you can read the question, but not see your worked out solution. Then try the problem again. If you get stuck, you can then check your answer (which might include corrected answers from our workshop time).
Thursday, October 23, 2014
1.) Competencies because.....some of you might like it as a checklist......and.....there is really a set of skills and understandings that we are directly working on.
2.) Newton's Laws Review
3.) Workshop: Newton's Law of Acceleration Problems (HW check-in)
4.) Practice Test workshop.
HW: 1.) Do the PRACTICE TEST (Weight, Mass, Force, and Intro. to Newton’s Laws)
Tuesday, October 21, 2014
1.) Questions and maybe a little finish-up work time on the Newton's Second Law Simulation Lab. (Then turn it in.)
2.) Group Lab: Making predictions using gathered data and best-fit curves. We'll use google spreadsheets as our data analysis and graphing tool.
3.) Workshop: Newton's Law of Acceleration Problems
HW: Finish the Newton's Law of Acceleration Problems (see handout. Show your set-ups with units and your answers with units.)
Friday, October 17, 2014
1.) Workshop and HW Check-in: Newton's Laws HW#2.
2.) Lab: Newton's Second Law Simulation
2 people: 1 computer.
Navigate to https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html
to run the simulation. Then follow the lab directions, gather the data, make your graphs, and make your conclusions.
HW: Finish the lab. Yes, this involves making to graphs. What goes on what axis is made very clear in the lab directions.
Wednesday, October 15, 2014
1.) Checking on the Skunks (Newton's Laws HW#1)
2.) Introduction to Newton's Laws. (Equilibrium, Punching the Wall Law....)
3.) Checking out your Force Labs (particularly making predictions using best-fit lines)
4.) Push-ups and making predictions using best-fit lines.
5.) HW workshop if time allows.
HW: 1.) Finish Newton's Laws HW#2
Columbus Day Long Weekend
Thursday, October 9, 2014
1.) Forces and Motion Simulation
Go to https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html
Then click on the "Friction" option.
Play around on your own for several minutes, then I'll probably ask you to try some specific things.
2.) Finish up our Force Diagram notes and examples.
3.) Workshop: Skunks (OK, this is really about forces and motion, so the official names is Newton's Laws HW#1)
HW: 1.) Finish up the Newton's Laws HW#1 handout.
*You had lots of time to work on these during class and ask questions as you did so. Think. Do. Learn. Repeat.
Tuesday, October 7, 2014
1.) HW Check-In: Weight and Mass.
2.) For HW.... Weight and Mass problems: Some more practice so you all are confident and happy.
3.) Intro. to force diagrams.
HW: 1.) Some more practice with weight and mass problems. (#1-4 on the back of the handout)
Friday, October 3, 2014
1.) How are mass and weight related?
2.) Using a graphing calculator to graph our Weight vs. Mass data and do a best-fit line for us.
3.) Using Logger Pro to graph our Weight vs. Mass data and do a best-fit line for us.
4.) So, how ARE weight and mass related?
5.) Workshop: Weight and mass calculation problems.
HW: Finish the Weight and Mass Practice Problems (handout). Show your set-ups with units, and your solutions with units.
Wednesday, October 1, 2014
1.) Grade Yourself on your Station#4 Graph from the Collecting Force Data Lab using the Graphing Experimental Data rubric.
2.) Lab: How are weight and mass related?
3.) Using a graphing calculator or Logger Pro to graph our Weight vs. Mass data and do a best-fit line for us.
4.) So, how ARE weight and mass related?
HW: Nothin'....we didn't quite get far enough.....Weight and mass problems (see handout)
Monday, September, 29, 2014
1.) Return any work of yours I still have...
2.) Lab: Collecting Force Data
HW: Finish any parts of the lab that you can. For example, if you've taken the data for Station#3, then you can make the graphs and predictions for Station#4. Also, check to see if you've answered all questions in each station. And have included units with your values.
Thursday, September 25, 2014
1.) Return Tests and generally applaud yourselves or feel silly about the few mistakes you made.
2.) Forces, not just for breakfast anymore.
3.) Getting ready for the Lab: Collecting Force Data
HW: Read through the whole lab. Make sure you know what you are doing. If you've taken the data for Station 3, you can make your graphs (which is Station 4).
Tuesday, September 23, 2014
1.) Hand in the Motion Graphs packet and the Describing Motion HW/Practice Quiz.
2.) Test: Topics: Describing motion. Drawing reasonable motion graphs (position vs. time, velocity vs. time, acceleration vs. time); using reference frames; calculating velocity and acceleration; predicting positions when an object is moving.
HW: Nothing new. But our next topic is about WHY stuff moves.
Friday, September 19, 2014
1.) Toyota Tacoma motion analysis using Logger Pro.
2.) Red Bull.....and Felix takes a little jump....http://www.redbullstratos.com/gallery/?mediaId=media1902415096001
https://www.youtube.com/watch?v=vvbN-cWe0A0
"I know the whole world is watching right now and I wish the world could see what I can see.
Sometimes you have to go up really high to understand how small you really are. I'm coming home now."
3.) Test Preparation Workshop
HW: Test next class ! Topics: Describing motion. Drawing reasonable motion graphs (position vs. time, velocity vs. time, acceleration vs. time); using reference frames; calculating velocity and acceleration; predicting positions when an object is moving.
You will hand in the motion graph packet and the Describing Motion/Practice Quiz for a Supporting Skills grade next time. Re-try some of the motion problems and see if you can draw the graphs on your own. Practice the velocity and acceleration calculations like we did last time. Show your set-ups with units and your answer with units! You are getting good at this, but you need to practice.
Wednesday, September 17, 2014
1.) Mini-groups to argue productively about the truck and trampoline HW problems.
2.) Intro to truck video analysis.
3.) Your pressure rocket graphs and how we'll revisit experimental design skills throughout the year.
4.) No-nonsense velocity and acceleration definitions and example calculations.
5.) Accelerating truck analysis (but probably will need to be next time because we're fitting a lot into today...)
6.) Workshop: HW/Practice Quiz
HW: Finish the Describing Motion HW/Practice Quiz
Monday, September 15, 2014
1.) How did those three motion scenarios go? Let's see what you came up with.
2.) We can test the scenarios using a simulation (the "Moving Man" simulator from Phet)...... http://phet.colorado.edu/en/simulation/moving-man Unfortunately, Java applets like this won't run on Chromebooks.... I can run it on the classroom computer and have it on the Smartboard, though.
3.) Let's try some more challenging motion scenarios.
HW: The following 2 scenarios.....
This one will be your Situation #__5__________
A truck is moving at 30 m/s in the positive x-direction. At time t=0 sec, the truck is at the position x=-30 meters (that's negative 30). The truck slams on its brakes so that the frictional force makes the acceleration of the truck be -5 meters/second2 (So that is 5 meters/sec per sec in the negative x-direction.).
BIG HINTS: The acceleration graph should be quite simple. For the velocity graph, think of what the velocity is at t=0sec, t=1sec, t=2sec, etc. Will it be staying the same? For the position graph, think about how much the truck will move each second compared to the previous second. For the position graph, don't worry too much about the actual position values, just get the basic shape of the graph.
And this one will be your Situation #___6_________
You are on your way down and your feet have JUST touched the trampoline. The position we're tracking is how far from this "just touching" position you are, with up being the positive direction (Hint: so all the positions will be negative in this scenario.) Draw motion graphs for this situation from the moment your feet touch the trampoline to the moment the leave it again on the way back up.
Thursday, September 11, 2014
1.) Understanding vs. Memorizing: A fairy tale of sorts.
2.) Workshop: Position and Velocity HW
3.) Describing Motion: Position vs. Time, Velocity vs. Time, Acceleration vs. Time (AKA, Tracking Nerfy the secret agent.)
HW: The 3 new motion scenarios we made up in class. (So, for each one, draw the position vs. time, velocity vs. time, and acceleration vs. time graphs.) Some of these may be a little trickier than others.
Tuesday, September 9, 2014
1.) Hand in those graphs! You'll definitely have more chances this year to learn about thinking like a scientist, designing experiments, collecting data, and reporting results....
2.) Describing Motion: Position and Velocity (and a little bit about Acceleration)
3.) Lab: Position, Velocity, Acceleration and Reference Frames activity
4.) Example problems: Calculating average velocity.
HW: Finish Example #2 and do problems #1-3 on the back of the Describing Motion handout.
Friday, September 5, 2014
1.) You should now have your Chrome Books or personal laptops. Let's set up your shortcuts/bookmarks for the course website.
2.) What Makes a Good Graph activity.
3.) Workshop: Check you and your partner's graphs to see if you need to make some changes now that we've pointed out some common mistakes in the What Makes a Good Graph activity.
4.) So, what can we conclude from our data? Are there clear patterns? Do we agree with each other? Disagree? Do you have any specific concerns about how reliable the data is? Who is right, DARN IT! How do we proceed?
HW: 1.) If you even need this.......Last chance to revise your two graphs (Distance vs. Launch Angle and Pop-Off Pressure vs. Type of Pressure Cap). Use what you learned today about making good graphs and what you found out from your partner's feedback to improve them. Due when you walk into class next time.
2.) Come to next class with a shortcut to the class web page on your laptop or show me your bookmark for it in your web browser. I will help you with it if you need some help. BEFORE next class!
Wednesday, September 3, 2014
1.) What are our 2 current research questions?
2.) Lab: Finish taking data for the rocket flights and pressure cap pop-off pressures.
3.) What Makes a Good Graph?
4.) Graph paper for your homework and some homework workshop time, if time allows.
HW: Using the graph paper I provided and the data you collected in your tables, make a clear, organized graph of Distance vs. Launch Angle on one side, and Blow Off Pressure vs. Type of Pressure Cap on the other side. Keep in mind our discussion about what TYPE of graph makes sense for each set of data. Also, use the "What Makes a Good Graph?" handout.
Thursday, August 28, 2014
1.) The first Prep Check! The crowd goes wild.....
2.) Lab: Setting ourselves up for collecting data about the air rockets and pressure caps.
3.) Lab: OK, now that we are organized, let's go run our experiments.
HW: It's possible we might not quite be ready for this yet. It depends on if we finish gathering the data we need during class.
Using the graph paper I provided and the data you collected in your tables, make a clear, organized graph of Distance vs. Launch Angle on one side, and Blow Off Pressure vs. Type of Pressure Cap on the other side. Keep in mind our discussion about what TYPE of graph makes sense for each set of data. Also, use the "What Makes a Good Graph?" handout.
Tuesday, August 26, 2014
1.) Groovy. https://www.youtube.com/watch?v=mWBvcJAXwu4
2.) "So, when am I ever going to us this?" Or...."Why do I need to know this?"
My modest attempt at a real answer.
3.) What is Prep Check?
4.) Air Rockets: Part 1
HW: 1.) Be prepared for Prep Check next class. (Yes, you will be graded on being prepared....)
2.) On a piece of notebook paper (which should end up in the science section of your binder), answer these two questions....
a.) At what angle would you choose to launch the red rockets (we played with them today) if you wanted them to go the greatest distance down the field?
b.) What is your reasoning for your answer for (a)? Why do you think what you think?
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