2.10.14 Potential vs Kinetic Energy edu S- Using your knowledge of ecological succession. Explain how a pond can become a full grown forest with mature.
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2.10.14 Potential vs Kinetic Energy edu
S- Using your knowledge of ecological succession. Explain how a pond can become a full grown forest with mature hardwood trees. What type of succession is this?
(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:(A) compare and contrast potential and kinetic energy
P- Create a T chart that will help you compare and contrast potential and kinetic energy while we watch the clip. http://www.youtube.com/watch?v=vl4g7T5gw1M(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:• (A) compare and contrast potential and
kinetic energy
E- Explain using PE and KE
E- Explain using PE and KE
E- Explain using PE and KE
E- Explain using PE and KE
E- Explain using PE and KE
E-
• Explain the relationship between force, motion and energy. Be sure to include the words kinetic energy and potential energy in your explaination!
2.11.14 Ball Bounce LabWe will compare and contrast PE and KE by completing a lab.
S- Net force is the total amount of force acting on an object. If the force is moving to the right or up it will be positive and if it is moving to the left or down it will be negative. Number one is done for you. Please copy it and complete the rest. Be sure to include an arrow in the direction and the amount of force.
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Research for the bounce lab. While you watch the video record information that compares and contrasts Potential and Kinetic energy. http://www.youtube.com/watch?v=7K4V0NvUxRg
A- Read and complete your lab sheet
C/E complete the Conclusion portion of you lab sheet into your journal.
2.12.14 Force and Motion Edu• We will identify and describe the changes in
position, and speed of an object when acted upon by unbalanced forces.
S-Round peas (R) are dominate to wrinkled peas (r). You decided to see what would happen if you breed a heterozygous round with a wrinkled pea. 1. Create a punnett sq2. Describe the phenotypes of the offspring3. Describe the genotypes of the offspring
2.13.14 Walking Lab
We will show changes in motion by completing a lab graphing our data. S- George has a 700g cube. What is the density of the cube?
4cm
P: Title: Walking LabPurpose: How will changing our speed while walking 25 meters, change what our distance/time graph will look like? Research: On a speed graph, time is the independent variable and distance is the dependent variable.Hypothesis: If we travel at a faster rate than slope on the graph will become ____ because ___
A- Create the chart:Walking slowly Speeding up Running Slowing down
Distance Time Distance Time Distance Time Distance time
5 5 5 5
10 10 10 10
15 15 15 15
20 20 20 20
25 25 25 25
Average speed
C- Graph each set of data with a different color
E- what can you learn from your graph? (write a minimun of a half page!)
2.17.14 Work EDU• We will compare and contrast
situations where work is being done by completing edusmart.
S- Calculate the speed for each line
AB
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P- Take your own notesA- InteractivityC- quizE- Describe how to calculate work, then give 3 examples of scientific work being done (EXPLAIN)!
2.18.14 Calculating speed
• We will calculate average speed using distance and time measurements.
S- _________ was a monk who studied ______ and discovered how _______ works which is why we call him the father of genetics.
P- Distance: is how far something moved.Average speed: the total distance divided by the total time.Speed: distance divided by timeVelocity: speed with directionPotential energy: weight x heightKinetic energy: ½ mass X velocity2
A- practice problemsC- work problems on your own(finish LAB work from Friday if you haven’t done so)E- 1.Explain the main differences between velocity and speed. 2. How do we calculate speed?
2.19-20.14 Designing a Speed Lab
We will design a lab investigation to determine how ramps affect speed.S- Describe the motion in each graph. Use a complete sentence and justify your thinking!
A- Write up your lab, then have Ms. Sobek check it before you begin. Title:Purpose: How does the height/angle of a ramp affect the speed of a car traveling down the ramp? Research: Materials: Hypothesis: Procedures:
E- analyze your data and write a conclusion
You conclusion should include in a paragraph:• What you did• What data you collected• Trends you can see in that data• If you hypothesis is valid • And where errors could have occurred during
your investigation
2.20.13 Motion Graphs/ video
We will compare and contrast potential and kinetic energy by completing stations.
S- Describe the changes that are happening in the stomach and the esophagus.
P- Write a paragraph to describe what you should know about force, motion, and energyThe student knows force and motion are related to potential and kinetic energy. The student is expected to:• (A) compare and contrast potential and kinetic energy;• (B) identify and describe the changes in position,
direction, and speed of an object when acted upon by unbalanced forces;
• (C) calculate average speed using distance and time measurements;
• (D) measure and graph changes in motion; and• (E) investigate how inclined planes and pulleys can be
used to change the amount of force to move an object.
A-Explain which graph goes with each statement. Be sure to justify!1. The car is stopped.2. The car is traveling at a constant speed.3. The speed of the car is decreasing.4. The car Is coming back.
2.24.14 Simple machines EDU
We will design a lab investigation to determine how ramps affect speed.S- Use your vocabulary to explain why we should wear safety belts. Be sure to describe the forces acting on the car, the man, and the wall.
P-1. Which runner won the race? Explain.2. Which runner stopped to rest? Explain.3. How long was the stop? Explain.4. How long did Bob take to complete the race? Explain
5. Calculate Albert’s average speed.
2.27.14 Ramp Lab• We will determine how ramps affect the amount of force by completing a lab
S- Sally loves sweets. She ate an entire cake by herself. Not only has she increased her chances of becoming diabetic, she is getting fat because the extra energy that is stored as fat. What type of energy transformation is this?
• Title: Force and Ramps• Purpose: How will the angle of a ramp
affect the amount of force needed to move the object?
• Materials: ramp, object, spring scale, protractor, meter stick
• Hypothesis: If we increase the angle of the ramp then the amount of force needed to move the object will ___________ because…
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• Procedures:At each of the angles, use the spring scale to measure the amount of force needed to move it.
A
Angle Force Distance between the base of the ramp and the top of the sink
Calculate work. W= F x d
20 degrees
40 degrees
60 degrees
• Graphing our independent and dependent vairables.
• Independent variable (X axis ):• Dependent variable (Y axis):• Constant variable:
C
EWhat is the relationship between the angle of the ramp and the amount of force needed to move the object. Use your graph to justify your answer. Look at your data chart. Use what you know about work and what you can learn from your data chart.
2.28.14 Write to Learn: Forces in living things
• We will understand how forces affect living things by completing edusmart and writing.
S- Draw the graph.Explain the motionOf the car for eachLine.
P- Take your own notes!Vocabulary Explain the forces
in each situationPicture
Turgor pressure
Phototropism
Geotropism
Seedling
A- Quiz
3.3.14 Turgor pressure Lab• We will demonstrate forces of nature by examining
potato samples• TEK 7.7 the student knows that there is a
relationship among force, motion and energy DRAW a Pyramid.
1) Name the trophic levels2)IF the herbivores have 100,000 Kcal, label all The other levels with theCorrect energy
S
• Purpose- we will use potatoes to view how turgor pressure works
• Infer: write what you know about turgor pressure
• Materials: Potato samples, hand lens, microscopes
P
DATA: create the table of physical properties and record your data
How you investigated
Salted potato Water potato
TouchingHand lensMicroscopeTastingSmellListen (when you break it)
A
Analysis: Tell me at least 4 things you can learn from looking at your data chart
Conclusion (half page reflection):1. What did you do?2. Compare the two samples your observed
today.3. What did you learn? 4. How did this help you understand turgor
pressure? 5. Why should you not eat lots of frenchfries
C
E
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