Starting tomorrow, expect some new twists to the bell ringers:
1. Each day you will be answering two bell ringers: one that deals with what we are currently learning and one that deals with something from the first three nine weeks.
2. We will no longer be writing them down. Instead, you will mindstream about the bell ringers for three minutes each, then we will discuss what each group has come up with for an answer. I will be walking around and if I find you not mindstreaming adequately...that is staying on task, talking about something not pertaining to the bell ringer, and things of that nature, you will be required ot give me a written response to the bell ringer.
Monday, March 23, 2009
Saturday, March 14, 2009
and here is a repost
Here's a repost of the remaining activities. I do need to clear something up. Advanced students won't be working on the roller coasters this week as I previously stated in class. We will be working on the solenoid grasp projects instead. Donations of batteries, round refrigerator magnets, and the types of electrical wire that we have been using in class, insulated and noninsulated are greatly appreciated. We may be able to get by with what we have but more is always better. If not, we'll just rearrange into larger groups for this activity. On the brighter side, it gives my advanced students more time to obtain the supplies they need for this activity.
3/16-- 9 wks exam, all periods
3/17 to 3/20-- Advanced periods will work on their solenoid grasp on 3/17 and 3/18. It shouldn't take more than one class period, but I do not mind doing it twice for variation. On 3/19 and 3/20, the Advanced period will design/build their rockets. The gifted periods will also use this time to design/work on their roller-coaster grasp.
3/23 to 3/24-- Advanced students will work on their roller coasters. Gifted students will visit table-top/marble/spinning top force and motion.
3/25-- Advanced and gifted students will revisit energy conversion activities, both table top and electric.
3/26-- ROCKET LAUNCHING DAY!!! BLAST OFF!!! 
3/16-- 9 wks exam, all periods
3/17 to 3/20-- Advanced periods will work on their solenoid grasp on 3/17 and 3/18. It shouldn't take more than one class period, but I do not mind doing it twice for variation. On 3/19 and 3/20, the Advanced period will design/build their rockets. The gifted periods will also use this time to design/work on their roller-coaster grasp.
3/23 to 3/24-- Advanced students will work on their roller coasters. Gifted students will visit table-top/marble/spinning top force and motion.
3/25-- Advanced and gifted students will revisit energy conversion activities, both table top and electric.
3/26-- ROCKET LAUNCHING DAY!!! BLAST OFF!!!
Gifted Nine Weeks Review
For my gifted class, here is what you will want to be familiar with:
- The types of energy and how they convert to one another
- The forces and qualities that are acting upon an object in motion, both linear(moving left to right) and gravitational (rising and falling)
- The calculations for speed, velocity, acceleration, mechanical advantage, mechanical efficiency, energy, and work
- How simple and complex simple machines can make doing work simpler and what measures need to be taken to ensure high mechanical efficiency
- Be ready to connect energy conversion and conservation, mechanical concepts, and forces in motion.
Do this and you should be able to do well on the exam. For both advanced and gifted students, playing around with Gizmo will not hurt. In fact, I will grant 10 pts E.C. to all who have attempted the Gizmos assessments, plus an additional .5 (half) point per Gizmo assessment with 60% or higher.
- The types of energy and how they convert to one another
- The forces and qualities that are acting upon an object in motion, both linear(moving left to right) and gravitational (rising and falling)
- The calculations for speed, velocity, acceleration, mechanical advantage, mechanical efficiency, energy, and work
- How simple and complex simple machines can make doing work simpler and what measures need to be taken to ensure high mechanical efficiency
- Be ready to connect energy conversion and conservation, mechanical concepts, and forces in motion.
Do this and you should be able to do well on the exam. For both advanced and gifted students, playing around with Gizmo will not hurt. In fact, I will grant 10 pts E.C. to all who have attempted the Gizmos assessments, plus an additional .5 (half) point per Gizmo assessment with 60% or higher.
Review for monday's exam (Advnaced)
As you may/should know, I have chosen to give my nine weeks exam. As such, I am now providing a list of pointers that you may wish to review. not all of these will necessarily be on my test but you should nonetheless know them:
Advanced students:
Hopefully, you have been keeping your glossary relatively updated. Here are some resources you can use to review.
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section01/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section02/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section03/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section04
/vocab_sect_summary.pdf
You will want to know your calculations for voltage, resistance, current, electrical energy, and electrical power. Also be ready to explain how atoms, electricity, and (electro)magnetism are interrelated; explain how circuits and their different parts are used in our everyday life as well as which circuits are best for which jobs; be familiar with being able to draw or recognize drawings of circuits, magnetic fields, and electric and electromagnetic devices and apply the in-class activities and labs that we have been doing to the concepts that we have been discussing. Hopefully, you are all doing this and if not, then you will get a start now while you have time. Good luck!!!!
Advanced students:
Hopefully, you have been keeping your glossary relatively updated. Here are some resources you can use to review.
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section01/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section02/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section03/vocab_sect_summary.pdf
http://my.hrw.com/sh2/sh07_10/student/osp/hst/data/ele/section04
/vocab_sect_summary.pdf
You will want to know your calculations for voltage, resistance, current, electrical energy, and electrical power. Also be ready to explain how atoms, electricity, and (electro)magnetism are interrelated; explain how circuits and their different parts are used in our everyday life as well as which circuits are best for which jobs; be familiar with being able to draw or recognize drawings of circuits, magnetic fields, and electric and electromagnetic devices and apply the in-class activities and labs that we have been doing to the concepts that we have been discussing. Hopefully, you are all doing this and if not, then you will get a start now while you have time. Good luck!!!!
Tuesday, March 10, 2009
Building on the Motor
Here are some ways you can build on the electromagnetic motor that we all designed in class:
http://www.evilmadscientist.com/article.php/HomopolarMotor
This site shows an even simpler version...just be sure to wear safety goggles and gloves.
http://www.scienceproject.com/A/projects/KITWG/index.asp
Here are the plans for building an electric generator that can actually be used to light up a bulb. I really would like to do this with you in class much like the motor, but I need the equipment. Donations are greatly appreciated.
http://www.evilmadscientist.com/article.php/HomopolarMotor
This site shows an even simpler version...just be sure to wear safety goggles and gloves.
http://www.scienceproject.com/A/projects/KITWG/index.asp
Here are the plans for building an electric generator that can actually be used to light up a bulb. I really would like to do this with you in class much like the motor, but I need the equipment. Donations are greatly appreciated.
Wednesday, March 4, 2009
Announcements and upcoming events part 3.
Here's what i have tentatively planned for the remainder for the quarter.
3/6 and 3/9 to 3/13: On 3/6, advanced students will experiment with solenoids and creating electromagnets. Gifted students will begin designing/building their rockets.
On 3/9, Adv. Students will build electric motors and analyze how they work. You will each be required to create and submit a detailed instruction manual so that future students may replicate your work. Gifted students will continue working on their rockets, or if they are done, we will conduct another activity dealing with force and motion, particularly of an object shot into the air. I'm talking marshmallow launching y'all.
3/10 to 3/11-- 1st and 2nd periods will not be held (tentatively) due to FCAT testing. 3rd 4th and 6th will work with force/energy conversion via marbles/table top games. A written explanation of the forces involved is expected for a grade.
3/12 to 3/13-- All periods will review via Gizmo and other material on the concepts learned in preparation for the 9 wks. exam.
3/16-- 9 wks exam, all periods
3/17 to 3/20-- Advanced periods will work on their solenoid grasp on 3/17 and 3/18. It shouldn't take more than one class period, but I do not mind doing it twice for variation. On 3/19 and 3/20, the Advanced period will design/build their rockets. The gifted periods will also use this time to design/work on their roller-coaster grasp.
3/23 to 3/24-- Advanced students will work on their roller coasters. Gifted students will revist table-top/marble/spinning top force and motion or use the extra time for roller-coasters should they need it.
3/25-- Advanced and gifted students will revisit energy conversion activities, both table top and electric.
3/26-- ROCKET LAUNCHING DAY!!! BLAST OFF!!!
3/6 and 3/9 to 3/13: On 3/6, advanced students will experiment with solenoids and creating electromagnets. Gifted students will begin designing/building their rockets.
On 3/9, Adv. Students will build electric motors and analyze how they work. You will each be required to create and submit a detailed instruction manual so that future students may replicate your work. Gifted students will continue working on their rockets, or if they are done, we will conduct another activity dealing with force and motion, particularly of an object shot into the air. I'm talking marshmallow launching y'all.
3/10 to 3/11-- 1st and 2nd periods will not be held (tentatively) due to FCAT testing. 3rd 4th and 6th will work with force/energy conversion via marbles/table top games. A written explanation of the forces involved is expected for a grade.
3/12 to 3/13-- All periods will review via Gizmo and other material on the concepts learned in preparation for the 9 wks. exam.
3/16-- 9 wks exam, all periods
3/17 to 3/20-- Advanced periods will work on their solenoid grasp on 3/17 and 3/18. It shouldn't take more than one class period, but I do not mind doing it twice for variation. On 3/19 and 3/20, the Advanced period will design/build their rockets. The gifted periods will also use this time to design/work on their roller-coaster grasp.
3/23 to 3/24-- Advanced students will work on their roller coasters. Gifted students will revist table-top/marble/spinning top force and motion or use the extra time for roller-coasters should they need it.
3/25-- Advanced and gifted students will revisit energy conversion activities, both table top and electric.
3/26-- ROCKET LAUNCHING DAY!!! BLAST OFF!!!
Announcements and upcoming events part 2.
and here is the Gifted Grasp Project:
3RD NINE WEEKS G.R.A.S.P. [GIFTED]
| GOAL |
You must convince the Board of Directors of the new city amusement park to buy your roller coaster design.
| ROLE |
You are part of a roller coaster design team.
| AUDIENCE |
The Board of Directors at “Islands of Fun" amusement park
| SITUATION |
The “Islands of Fun” amusement park wants to add a new roller coaster ride. Your job is to work together as a team to design a roller coaster and present your coaster design to the Board of Directors at “Islands of Fun".
| PRODUCTS |
Use provided materials (6 feet of 7/8-inch (inner diameter) foam pipe insulation [cut in half lengthwise], standard-size marble, masking tape[not duct tape], stop watch, flexible metric tape measure, balance) to construct a roller coaster with at least two “hills.” Conduct trials to be sure that the marble performs as planned. Once the roller coaster is performing acceptably, calculate the speed of the marble from start to finish for three trials. Find the average speed of the marble for the three trials. Calculate the work done by the marble in Newton meters.
Create a diagram of the roller coaster with labels and short explanations to show which parts demonstrate the following terms: speed or velocity, acceleration, friction, gravity, momentum, potential energy, kinetic energy, Newton's first law of motion. The diagram should include a data table for time and distance and the calculations for speed and work.
The presentation by the team should include a demonstration of the working roller coaster. The presentation must: give the name of the roller coaster; justify the design used in each part of the coaster; identify and explain the chosen terms; and provide the average speed of and work done by the marble.
| GRADING STANDARDS |
SC.6.13.2, SC.6.13.3
Roller coaster must use only approved materials and have three consecutive successful trials in which the marble stays on the track.
Diagram includes terms provided, correctly placed, with a short explanation for each, a data table with time and distance from three trials, the calculation of average speed, and the calculation of work done by the marble.
Presentation includes a demonstration of the working roller coaster, the name of the roller coaster, a justification of the design used in each part of the coaster, identification and explanation of the chosen terms, the average speed of the marble for the three trials, and the work done by the marble.
Parents, the following donations are accepted and greatly appreciated: the above mentioned pipe insulation. Working stop watches. Note: Even though this is a gifted activity, I plan to allow all 6-B students to do this, since both advanced and gifted students cover energy transformation in their curricula. Thus, both advanced and gifted students can donate the foam insulation. Any other roller-coaster supporting materials are also appreciated as donations. See the example in my class (which many of you have played with) for ideas of how you want to build yours.
3RD NINE WEEKS G.R.A.S.P. [GIFTED]
| GOAL |
You must convince the Board of Directors of the new city amusement park to buy your roller coaster design.
| ROLE |
You are part of a roller coaster design team.
| AUDIENCE |
The Board of Directors at “Islands of Fun" amusement park
| SITUATION |
The “Islands of Fun” amusement park wants to add a new roller coaster ride. Your job is to work together as a team to design a roller coaster and present your coaster design to the Board of Directors at “Islands of Fun".
| PRODUCTS |
Use provided materials (6 feet of 7/8-inch (inner diameter) foam pipe insulation [cut in half lengthwise], standard-size marble, masking tape[not duct tape], stop watch, flexible metric tape measure, balance) to construct a roller coaster with at least two “hills.” Conduct trials to be sure that the marble performs as planned. Once the roller coaster is performing acceptably, calculate the speed of the marble from start to finish for three trials. Find the average speed of the marble for the three trials. Calculate the work done by the marble in Newton meters.
Create a diagram of the roller coaster with labels and short explanations to show which parts demonstrate the following terms: speed or velocity, acceleration, friction, gravity, momentum, potential energy, kinetic energy, Newton's first law of motion. The diagram should include a data table for time and distance and the calculations for speed and work.
The presentation by the team should include a demonstration of the working roller coaster. The presentation must: give the name of the roller coaster; justify the design used in each part of the coaster; identify and explain the chosen terms; and provide the average speed of and work done by the marble.
| GRADING STANDARDS |
SC.6.13.2, SC.6.13.3
Roller coaster must use only approved materials and have three consecutive successful trials in which the marble stays on the track.
Diagram includes terms provided, correctly placed, with a short explanation for each, a data table with time and distance from three trials, the calculation of average speed, and the calculation of work done by the marble.
Presentation includes a demonstration of the working roller coaster, the name of the roller coaster, a justification of the design used in each part of the coaster, identification and explanation of the chosen terms, the average speed of the marble for the three trials, and the work done by the marble.
Parents, the following donations are accepted and greatly appreciated: the above mentioned pipe insulation. Working stop watches. Note: Even though this is a gifted activity, I plan to allow all 6-B students to do this, since both advanced and gifted students cover energy transformation in their curricula. Thus, both advanced and gifted students can donate the foam insulation. Any other roller-coaster supporting materials are also appreciated as donations. See the example in my class (which many of you have played with) for ideas of how you want to build yours.
Announcements and upcoming events part 1.
1. Friday is the last day to turn in anything you have a zero for. After Friday, the zeros will stay.
2. I am contemplating giving the nine weeks exam early (poss. 3/13 or 3/16) so that we may have the last two weeks of the quarter to devote to upcoming activities and G.R.A.S.P. projects.
3. Speaking of the G.R.A.S.P. projects, here they are...
- 3RD NINE WEEKS G.R.A.S.P. [ADVANCED]
Goal:
To understand the relationship between electricity and magnetism.
Role:
You are a scientist for the world’s largest ship builder.
Audience:
Your audiences are the owners of the ship building company
Situation:
Your company has designed a compass to be used in emergencies at sea, but it doesn’t seem to be working correctly when it is located near the solenoids in the engine. You have been asked to design a test to determine the effect of the engine on the compass.
Products:
You need to design and create a test that will determine what is affecting the reliability of the compass. Your product must
include a labeled diagram of the engine part that is affecting the compass, the data that you collected and the final conclusions
in the form of recommendations for the owners.
Solenoid Directions
Materials and equipment (per group)
battery (6V)
compass
iron rod, bolt, or nail
metric ruler
tape
cardboard tube from paper towel
wire with stripped ends (700 cm)
Label the ends of the tube A and B. With the tube horizontally, place a piece of tape 20 cm from the end of the wire Tape this spot to the A end 1 cm from the edge. Wrap the long end of the wire tightly around the tube 50 times without overlapping, but closely together. Tape the wire at B with 20 cm left over. Attach wire A to the battery.
Place the compass 2 cm from the B end Record your prediction, what will happen when you connect B wire to the battery
Record what actually happened
Next, predict what will happen if the iron rod is placed inside the tube.
Record what actually happened
Conclusion:
What was the effect of the iron rod on the compass?
What does this tell you about the placement of the compass?
Advanced students this is based on the solenoid activity we are doing this coming Friday and on the previous compass activities. To my parents, I will accept the following donations for this activity: lots and lots of insulated wire. Working compasses. Spare bar or refrigerator magnets that still have a strong magnetic field. 6 V batteries (the kind they use in the big outdoor flashlights. Wal-Mart sells two packs for 2.98. You may do this activity at home if you wish but I am setting aside class time to perform this as well.
2. I am contemplating giving the nine weeks exam early (poss. 3/13 or 3/16) so that we may have the last two weeks of the quarter to devote to upcoming activities and G.R.A.S.P. projects.
3. Speaking of the G.R.A.S.P. projects, here they are...
- 3RD NINE WEEKS G.R.A.S.P. [ADVANCED]
Goal:
To understand the relationship between electricity and magnetism.
Role:
You are a scientist for the world’s largest ship builder.
Audience:
Your audiences are the owners of the ship building company
Situation:
Your company has designed a compass to be used in emergencies at sea, but it doesn’t seem to be working correctly when it is located near the solenoids in the engine. You have been asked to design a test to determine the effect of the engine on the compass.
Products:
You need to design and create a test that will determine what is affecting the reliability of the compass. Your product must
include a labeled diagram of the engine part that is affecting the compass, the data that you collected and the final conclusions
in the form of recommendations for the owners.
Solenoid Directions
Materials and equipment (per group)
battery (6V)
compass
iron rod, bolt, or nail
metric ruler
tape
cardboard tube from paper towel
wire with stripped ends (700 cm)
Label the ends of the tube A and B. With the tube horizontally, place a piece of tape 20 cm from the end of the wire Tape this spot to the A end 1 cm from the edge. Wrap the long end of the wire tightly around the tube 50 times without overlapping, but closely together. Tape the wire at B with 20 cm left over. Attach wire A to the battery.
Place the compass 2 cm from the B end Record your prediction, what will happen when you connect B wire to the battery
Record what actually happened
Next, predict what will happen if the iron rod is placed inside the tube.
Record what actually happened
Conclusion:
What was the effect of the iron rod on the compass?
What does this tell you about the placement of the compass?
Advanced students this is based on the solenoid activity we are doing this coming Friday and on the previous compass activities. To my parents, I will accept the following donations for this activity: lots and lots of insulated wire. Working compasses. Spare bar or refrigerator magnets that still have a strong magnetic field. 6 V batteries (the kind they use in the big outdoor flashlights. Wal-Mart sells two packs for 2.98. You may do this activity at home if you wish but I am setting aside class time to perform this as well.
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