Physical Science

Physical Science

Semester 22012-13

Week of 1/28 – 2/1

• Entry Task FOR THE WEEK. Write a sentence for each!

• Explain the difference between kinetic and potential energy.

• Trace the energy from the sun to solar panels to your morning toast.

• Give an example of chemical energy. • How is energy different than matter?

Week of 2/4-2/8

• Entry Task FOR THE WEEK. • Monday – which energy forms are difficult for

you to remember?• Tuesday – QUIZ – no entry task• Wednesday – Explain what you learned about

energy transfers and tranformations this unit. • Thursday - When water changes to ice in a

freezer, where does the kinetic energy of the molecules transfer to?

2/11/13

• Entry Task

• Why is science important?

2/12/13

• Entry Task

• What is a simple machine?

• Read and take notes from pages 158-170.• Definition and Notes for EACH of the 6 simple

machines: pulley, wheel/axle, ramp, wedge, screw, lever

2/13/13

• Entry Task

• Give an example of a simple machine you have used recently (has to be one of the 6 - pulley, wheel/axle, ramp, wedge, screw, lever)

2/14/13

• Entry Task

• Describe the simple machines in a can opener. Yes, there is more than one.

• Watch a movie including a simple machine. • http://www.youtube.com/watch?v=1K_U1OSZCgs

2/19/13

• Entry Task

• Find and write down a definition of WORK from your physical science text book.

• Watch and take notes on Energy and Simple Machines on C-Notes to staple IN YOUR NOTEBOOK !

Simple Machine?

• Demonstration: Book – weight and inclined plane

• Use string around book and spring scale; record force necessary to lift book

• Predict – drag the book up this ramp, will it take more or less force? (get ramp from Mr. Mann)

• Is this ramp a simple machine? Why?

2/20/13

• Entry Task

• Find a definition of FORCE. Write the book definition. Rewrite in your own words.

• Review ENERGY QUIZZES! • Complete a reflection if you would like a better score…• MANDATORY reflections for scores of 15 or less!

2/21/13

• Entry Task

• If you know the effort force and you know the resistance force, how do you calculate the mechanical advantage? HINT: look at example on page 160.

Simple Machine?

• Divide paper into 2 columns: machine and not machine

• Rotate objects amongst the tables• sorting objects - scissors, pliers, can opener,

screws, blunt knife, eraser, pencil, chalk, paper, ruler, ball, book, staple remover, C-clamp, jar lid

• • What criteria did you use to determine whether

it is a machine?

Mechanical Advantage

• Lift the book with the spring scale and record the resistance force.

• Lift the book using a push or pull on a simple machine (lever, pulley, or inclined plane) and record the effort force.

• Calculate mechanical advantage: MA = Fr/Fe• How many times easier was the task with the

simple machine?

2/22/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheet!!

2/25/13

• Entry Task

• Compare the FORCE IN NEWTONS of lifting the book WITHOUT a simple machine and WITH a simple machine?

Today’s Work

• Finish Simple Machine Lab• For each simple machine you try, calculate the

MECHANICAL ADVANTAGE = Fr/Fe• You will turn in a paper with at least 3

completed calculation of MA (lever, pulley, ramp)

• Finished? Please read pages 1-6 in small green books “Force and Motion”

2/26/13

• Entry Task

• What does SPEED mean? Write a book definition and then explain in your own words.

SPEED

• Finish reading pages 1-6. • Answer all questions on page 6.• Extra time? Complete challenge assignment!

2/27/13

• Entry Task

• How do scientific ideas change over time? What influences the ideas?

Discuss Answers

• Scientists make predictions, conduct tests and share their results.

• Some of the predictions have evidence to be correct and others have evidence to be incorrect.

• Other scientists consider the results and conduct other tests and share those results.

• Over a long number of years, the knowledge grows and changes.

Take Notes!

• You will be making a timeline from the information in this movie.

• NOTES: – WHO - people, – WHAT - contributions to scientific ideas AND political

issues/ gender constraints of the era– WHERE - country where they conducted their work, – WHEN - YEAR(s) of effort– WHY – why was this discovery important?

2/28/13

• Entry Task

• What is a TIMELINE?

Discuss Answers

• A timeline is a graphic representation of the passage of time as a line. Either vertical like facebook or horizontal…

• EXAMPLE• http://1.bp.blogspot.com/-

zr2Mh-uoWfg/T6BQf69mDLI/AAAAAAAACmk/l_QQlVJ-sis/s1600/Timeline_Inventions.jpg

• Often, past on the left…current on the right. • Remember the spaces on the timeline should be even.

For example if you want to span 200 years over 10 inches, every inch would be 20 years.

3/1/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!

3/4/13

• Entry Task

• List THREE interesting people and their discoveries from the movie last week.

ANSWERS

• EINSTEIN e = mc2

• Faraday – electromagnetism

• Lavoisier – conservation of mass

• Newton – developed formulas for FORCE and MOTION

Today’s Work

• Complete movie.• Discuss notes.• Set up timeline. • Complete your timeline with your partner.

– 1812 – Michael Faraday, electricity/magnetism, London, only gentleman are scientists– 1885 Einstein as a child– 1771 – Antoine Lavoisier, France, Conservation of Mass, French Revolution, he gets

guillotine—disliked tax collector– 1897 Einstein in high school, poor student, fascinated by light– 1846 – Faraday realizes electricity and magnetism are connected, invents electric

motor, names the “invisible light” electromagnetism– 1722- Emilie du Chatalay, France, before her time, translated Newton’s principia and

realized he had made an error, velocity should be squared, fell in love with poet Voltaire, died at 43

– 1905 – Einstein’s miracle year, Germany, 5 papers, including E=mc2 in 3 pages – 1919 – Fame finds Einstein and he divorces Mileva, marries cousin– 1907 – Berlin, Germany; Lisa Meitner becomes first professor (1912)of physics– 1920-30 “Golden Age of Nuclear Research”– 1930’s – Nazis drive out Jewish intellectuals; Einstein leaves in 1933; Meitner barely

escapes in 1938– 1938 – Sweden, Robert Frisch (nephew) and Meitner “split the atom” realizing that

lost mass is converted directly to energy during nuclear fission– 1942 Manhattan Project in US; bombs contain only a couple pounds of Uranium and

Plutonium

Gaps in your Notes

• http://www.pbs.org/wgbh/nova/physics/ancestors-einstein.html

• TIMELINE SCALE:• 1 inch = 20 years• ½ inch = 10 years• ¼ inch = 5 years• TIMESPAN: 1722-1942

3/5/13

• Entry Task

• Give a detailed example of how society influences science and technology and vice versa.

• Finish movie• Add detail and color to timelines

3/6/13

• Entry Task

• Look at the first column of the scoring rubrics for Conclusions and Plan an Investigation.

• Which parts do you know best? Least?• For the ones you know the least, write an

explanation of it here!

ANSWERS

Today’s Work

• Get back your Semester 1 benchmark tests. • DAY 1 – if you got 5 or less you are required to do

a REFLECTION. • DAY 2 – if you got 6 or less you are required to do

a REFLECTION • What do my grading marks mean? • Review answers. • Complete reflections…• Finished? Complete timelines OR work on

crossword…

3/7/13• Entry Task

• In your scientific conclusions, where will the DATA come from?

• How many of your conclusion points are related to DATA?

• TODAY’S FOCUS – really practice getting all the points on this final practice session!

• Use your rubric as you work…

ANSWERS

• The DATA comes from your trials when you tested the manipulated variable and measured the responding variable. You put the data in the DATA TABLE!

• 3 out of 4 points for the conclusion will be about DATA!

Today’s Work• Read through the scenario and consider the data table

together. • Do the multiple choice AND• Write your conclusions. • Have your rubric next to you as you work. Aim for 4

points!• Write your name at the top of the rubric. • Trade and grade. Graders – sign your name at the

bottom of the rubric• Finished early? Work on the crossword puzzle OR start

tomorrow’s task “Plan an Investigation” based on a new question.

3/8/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!

9th Grade

• REMINDER – reflections on benchmark needed from:

• Day 1 - Teasha, Pai, Kristen, Nathan, Violet, Ethan, Dewey, Cydney, Yolanda, Alex, Monica

• Day 2 - Teasha, Pai, Kristen, Adrian, Nathan, Violet, Ethan, Dewey, Cydney, Yolanda, Alex, Monica

8th grade Benchmark Reflections needed…

• Day 1 – Sean, Devin, Jaiedyn, Chandler, • Bailey, Alex N, Shyann, Miguel, Kelcee, Alex Y,

Burbs, Nick• Day 2 – Sean, Devin, Chandler, Alex N, Shyann,

Nick

Today’s Work

• Your reflection on benchmark Day 1 and Day 2 should be turned in!!!

• Your conclusion from yesterday with graded, signed rubric should be turned in.

• Your “plan an investigation” – completed today – should be turned in by end of Monday!!

3/11/13

• Entry Task

• 2 points if you have turned in your reflection from Semester Benchmark day 1 or day 2.

Missing steps…• 1. Reflections Day 1 – Pai Kristen, Nathan, Alex,

Violet, Yolanda, Monica, Ethan• 2. Reflections Day 2 – Teasha, Pai, Adrian, Nathan,

Alex, Violet, Yolanda, Ethan, Monica• 3. Conclusion from last week – Teasha, Kristen,

Jacob, Nathan, Alex, Violet, Yolanda, Lucas, Ethan, Monica

• 4. Plan an Investigation – everyone!• 5. Finished early? Inquiry Skills Crossword• 6. Finished early? Read pages 11-16 in green

books.

Missing Steps…• 1. Reflection Day 1 – Sean, jaiedyn, chandler, Bailey,

Alex N, Shyann, Miguel, Kelcee, Alex Y, Burbs, Nick• 2. Reflection Day 2 – Sean, Devin, Chandler, Alex N,

Shyann, Nick• 3. Conclusion from last week (about the flashlight and

batteries) – Payton, Chandler, Shereen, Miguel, Anna, Akyah

• 4. Plan an Investigation (about the watts and flashlight)

• 5. Finished early? Inquiry Skills Crossword • 6. Finished early? Read pages 11-16 in green books.

Today’s Work

• Finish “Plan an Investigation” with your rubric nearby.

• Trade and grade – your name goes at the top. • Graders – sign your name at the bottom. • In the column, “What was written” write a few

words which show how that person earned the point.

3/12/13

• Entry Task

• Can you recall how speed is calculated? For example, how would you calculate the speed if someone traveled 10 miles per hour?

• Complete steps from yesterday. • Finished early? Read pages 11-16 in green

books.

Answers

• Average SPEED = Distance/time or • distance PER time• The word per also means “divided by”• This is AVERAGE SPEED because it tells you

nothing about acceleration during that time.

3/13/13

• Entry Task

• If you move 50 meters in 10 seconds, what is your speed?

• Read pages 11-16 in the green books. Answer questions 1-4 on page 16.

• Finished early? Work on speed worksheet. You may ask for a calculator.

3/14/13

• Entry Task

• Bill and Amy want to ride their bikes from their neighborhood to school which is 14.4 kilometers away. It takes Amy 40 minutes to arrive at school. Bill arrives 20 minutes after Amy. How much faster (in km/hour) is Amy’s average speed for the entire trip?

• How would you change this to meters per second?

Today’s Work

• Review answers to crossword• Review Answers to book questions and speed

worksheet questions.• WORK TIME – You will either be working on

one of the steps from last week• OR if you are finished with all your steps (Ms.

Maring will check the gradebook), you can help construct an “air trolley”

3/15/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!

3/18/13

• Entry Task

• Create a simple graph to show a person walking 1 meter per sec for 10 seconds.

• Hint: your Y axis will be speed and your X axis will be time.

Standards

• I can measure the distance an object travels in a given interval of time and calculate the object’s average speed, using

• S = d/t.• • I can illustrate the motion of an object using a

graph, or infer the motion of an object from a graph of the object’s position vs. time or speed vs. time.

Today’s Work

• 10 minutes worktime SPEED WS• 10 minutes review answers• Build air trolleys working in pairs and carefully

following the instructions.• GOALS and RULES: no damaged or wasted parts,

working respectfully together, reasonable group time noise level, one completed air trolley per team of 2.

• Remember, failure to meet goals will result in a warning and possible removal or a write-up.

3/19/13

• Entry Task

• Watch demonstration of air trolley speeding across zip line.

• Using a timer and a meter stick, how would you measure distance travelled and time?

• How would you calculate speed?

• TURN IN SPEED WS HOMEWORK!

ANSWERS

• Measure distance from exact starting point to ending point.

• Measure time from exact start to exact end with stopwatch.

• Calculate speed = DISTANCE/TIME in meters/second

Today’s Work• Measure and record distance travelled and time. • Calculate speed of air trolleys.• GROUPS: 6-7 groups working at tables. • GOALS and RULES: no damaged science

equipment, working respectfully together, reasonable group time noise level, completed measurements and recorded data.

• Remember, failure to meet goals will result in a warning and possible removal or a write-up.

3/20/13

• Entry Task

• What can you conclude? How does the number of winds affect the speed of the air trolley?

• Finish data collection.• Graph results – see directions under data table.• Write a conclusion.

ANSWERS

• I could start my conclusion by restating and answering:

• The more winds the greater the speed will be.

3/21/13

• Entry Task

• What is the HIGH DATA AVERAGE? Units?• What is the LOW DATA AVERAGE? Units? • Compare these…how much higher is the high

data average than the low data average?

Your Graph

• Graph your results on the piece of graph paper.

• Your Y-axis should be average speed and X-axis number of winds.

• This can be a bar graph with each bar representing the number of winds (10, 15, or 20).

Write a conclusion…Scoring of Conclusions

Conclusion PossibleYour Score

Restate/Answer – restates and answers the investigative question (conclusive statement) 1

Data Low – includes AVERAGE LOW data from the data table 1

Data High – includes AVERAGE HIGH data from the data table 1

Scientific explanation – compares the data and explains how this supports the conclusion. 1

Points 4 

Plan the next investigation…• I have provided the NEW question, hypothesis and

Materials. • Please complete the procedure.• The logical steps will include the NEW manipulated

variable, responding variable, controlled variables, 3 trials and state to record data.

• Get approval when you are done before you begin. • GOALS and RULES: no damaged or wasted parts, working

respectfully together, reasonable group time noise level, completed measurements and recorded data.

• Remember, failure to meet goals or follow rules will result in a warning and possible removal or a write-up.

3/22/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!

Inquiry Skills – have your scores improved this year?

• Graph your fall and winter benchmark scores based on the information Ms. Maring gives you. {NOTE: your may use the fall graph from page 16 of your notebook…complete winter scores and turn in your whole notebook}

• Hand me your graphs – I will give them to your advisor.

• You may use these as “best works” at your conference.

3/25/13

• Entry Task

• If you put an elephant on a skateboard and a firefly on a skateboard and gave each of them an equal push, which would be easier to speed up?

• Why? Explain!

ANSWERS

• The firefly on a skateboard would be easier to speed up BECAUSE the mass is smaller.

• OBJECTIVE: Given two different masses that receive the same unbalanced force, I can predict which will move more quickly.

• AND…write a procedure for our new question.

Plan the next investigation…• Please complete the procedure.• The logical steps will include the NEW manipulated

variable, responding variable, controlled variables, 3 trials and state to record data.

• Get approval when you are done before you begin. • GOALS and RULES: no damaged or wasted parts or

papers, working respectfully together, reasonable group time noise level, completed procedure.

• Remember, failure to meet goals or follow rules will result in a warning and possible removal or a write-up.

PROCEDURE

1. Put trolley on zip line. 2. Attach the zipline to two chairs which are 2 meters apart with

backs towards each other. 3. Tape 2 pennies onto trolley.4. Wind trolley 15 times.5. Let go of propellor with back of trolley next to chair. 6. Measure distance travelled with meter stick/tape and time with

stopwatch7. Record data8. Repeat steps 4-7 twice more.9. Repeat steps 3-7 but with 4 pennies.10. Repeat steps 3-7 but with 6 pennies.

3/26/13

• Entry Task

• What is the new manipulated variable? • ANSWER: increased MASS (pennies) • What is the responding variable? • ANSWER: calculated avg speed• What are 2 controlled variables?• ANSWER 15 winds AND use the same zip line and

start next to chair EVERY time.

Mass vs. Speed

• Please complete the procedure.• Get approval from Ms. M to get your basket of

materials. • GOALS and RULES: no damaged or wasted parts or

papers, working respectfully together, reasonable group time noise level, recorded data.

• Remember, failure to meet goals or follow rules will result in a warning and possible removal or a write-up.

3/27/13

• Entry Task

• Please record the data collected from yesterday’s lab onto your own paper.

3/28/13

• NO ENTRY TASK

• Please get out lab sheets• Quietly get into your groups• Raise hand for materials – everyone must have

pencil and lab sheet to begin.

• NOTE!!!! Tomorrow is LAST DAY to turn in missing work this quarter!!!

Speed vs. Mass

• GOALS and RULES: no damaged or wasted parts or papers, working respectfully together, reasonable group time noise level, recorded data.

• GOAL TWO – complete data collection

3/29/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!

• If you get a packet WORK ON THAT!• Otherwise, finish data collection and write

conclusions!

4/8/13

• Entry Task

• Remember the air trolleys and pennies? What can you conclude:

• How does added mass affect the average speed when given the same starting force?

Today’s Work

• If ANY team has completed their data, we’d like to copy it! Please share

• Otherwise, complete your data collection. • Write a conclusion using RADDS. • Make a bar graph.• X axis: number of pennies• Y axis: Average speed• Turn in your lab!

4/9/13

• Entry Task

• What is speed called when it speeds up or slows down?

• What causes speeding up or slowing down? You may use any object as an example.

Newton’s Laws

• Watch video and take notes: Newton’s Three Laws of Motion.

• Your notes will become part of a packet AND a fun larger project

4/10/13

• Entry Task

• Explain Newton’s First Law in your own words.

Answers

• An object will stay put or keep going unless something got in the way pushed or pulled it.

Newton’s First Law – an activity

• You will get THREE activities for your packet…DON’T LOSE ANY!

• Today: activity one. • Follow the directions. • Stay on task. • GOAL – all data collected and NO BROKEN OR

STOLEN EQUIPMENT!

4/11/13

• Entry Task

• Explain Newton’s Second and Third Law in your own words.

Answers

• 2nd Law: an object will move in the direction you push or pull it. If the object has more mass you’ll need more force to move it.

• F=ma

• 3rd Law: For every action there is an equal and opposite reaction – whatever the object hits…it hits back!

Newton’s Second Law – an activity

• You will get THREE activities for your packet…DON’T LOSE ANY!

• Today: activity two. • Follow the directions. • Stay on task. • GOAL – all data collected and NO BROKEN OR

STOLEN EQUIPMENT!

4/12/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!!

Newton’s Third Law – an activity

• You will get THREE activities for your packet…DON’T LOSE ANY!

• Today: activity three. • Follow the directions. • Stay on task. • GOAL – all data collected and NO BROKEN OR

STOLEN EQUIPMENT!

4/15/13

• Entry Task

• 2 free points if your Newton’s Laws Packet is complete and turned in….

• 8th graders – be ready to finish it right now• Packet: • 1. Notes• 2. Newton’s First Law – white• 3. Newton’s Second Law – orange• 4. Newton’s Third Lay - red

Today’s Work

• Review Newton Cartoon Project and Rubric and Timeline. • Project includes:

– Summary of 3 laws in your own words– Draft Storyboard– Revised Storyboard– Final Cartoon– Written explanation of how you represented the 3 laws

• Write summaries of the 3 laws to begin. • Look at examples• Start your rough drafts

4/16/13

• Entry Task

• Who will your characters be? The setting? • How will you show Newton’s First Law?

Today’s Work

• Project includes:– Summary of 3 laws in your own words– Draft Storyboard– Revised Storyboard– Final Cartoon– Written explanation of how you represented the 3

laws

4/17/13

• Entry Task

• What do I mean, “Be willing to REFINE your storyboards”?

• What does “constructive feedback” mean?

Answers

• REFINE means to edit or take the “junk” out and only leave the best

• Constructive feedback means positive…you can sandwich: positive, little negative, positive….

• Think before you talk and phrase carefully so you don’t hurt feelings

Cartoon Peer Workshop•Groups of 2 or 3

•Each person present draft storyboard– explaining motion and ideas, and what you plan to add

•Suggest what feedback you are looking for – For example, help representing the laws, or help with your storyline, or help

with the artwork itself, or help with the dialog, etc

•Each listener will jot down some notes or comments for constructive feedback on the pieces of scrap paper.

•Do be respectful and follow workshop guidelines!

Peer Workshop Etiquette

• All comments have to be constructive. No trash talking allowed.

• You have to comment on the work in front of you, not what you would have written if it had been your idea. Even if you think your idea is better.

• Don't try to rewrite for the author. The author can do that him/herself. Just point out the areas of concern.

• (borrowed from Meir Ribalow of a NYC playwright’s group)

4/18/13

• Entry Task

• Explain how you showed the second and third law. (This can become part of your written explanation….)

4/19/13

• Entry Task

• Say Something Nice• Please turn in your entry task!!

Newton Cartoons

• Due Monday• Project includes:– Summary of 3 laws in your own words– Draft Storyboard– Revised Storyboard– Final Cartoon – COLOR and Sharpie– Written explanation of how you represented the 3

laws

4/22/13• Entry Task

• Of the 5 parts due today, what do you need to finish? – Summary of 3 laws in your own words– Draft Storyboard– Revised Storyboard– Final Cartoon – COLOR and Sharpie– Written explanation of how you represented the 3 laws

• Please stack all with the rubric on top as a cover sheet. • Finished early? Read description of presentation and

practice with a friend who is also finished….• AND, Read “Aristotle, Galileo and Newton on pages 50-52

in green books.

4/23/13

• Entry Task

• How would a respectful audience member behave?

• After entry task, we will compile our list together.

• As an audience member, your respectful behavior will be GRADED based on this list Thanks for helping us put the list together…

Presentations – 9th grade

• As a respectful audience member I will….• Be quiet• Not laugh or mock people’s work• Be an attentive listener• Ask relevant questions• Give positive feedback• Show appreciation at the end with clapping

Presentations – 8th grade

• As a respectful audience member I will….• Pay attention, be quiet and sit still!• Look and listen to the presenter• Not talk during presentations• Give compliments on a specific thing I noticed• Raise hand (at the end) to ask questions• Show appreciation by clapping LOUD at the

end.

4/24/13

• Entry Task

• On a scale of 1 to 5 (5 is best!), how was your audience behavior yesterday? Answer for WHOLE CLASS and JUST YOU…

• Last day of presentations

4/25/13

• Entry Task

• When you read a scenario or data table, how can you tell which is the manipulated variable and which is the responding variable?

• Does anyone know other vocabulary for these variables?

3 days – science skills practice

• Science skills practice for next 3 days (Thursday, Friday and Monday).

• Our method: • Assigned several problems or pages ON YOUR

OWN. • Review answers and check your work.

Sometimes trade and grade. • Discuss, figure out what went wrong or right. • Correct on additional pages and attach.

4/26/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!!

• Finish WHITE and PURPLE sheets TODAY!!

4/29/13

• Entry Task

• What is a good R/A for the conclusion on the back of the purple?

• What is the data high? Data low? • What is a good “S”? (this is the scientific

explanation which compares high and low data).

ANSWERS

• R/A – The number of salmonberries is greatest at the forest edge and least in the forest.

• Data High – Forest Edge had 24• Data Low – Forest had 6• S – The forest edge has on average 18 more

than the forest. This might be because the forest has the most shade and salmonberries need some sun.

Today’s Work

• Write your conclusion and turn in your purple sheets.

• Start and finish the pink sheets. • Flip through and check what you’ll need to do.

• On your own work time 10 minutes.• Discuss, figure out what went wrong or right. 8th grade – good luck on reading and writing MSP. See you Thursday for Science MSP!!

4/30/13

• Entry Task

• Read “A true Story?” on page 67 of the Pink books.

• Which will hit the ground first, a heavy or a light object?

• Read pages 62-71 in pink books.

Answers

• The heavy and light object will hit the ground at the same time. I know this is true because in the text it states, “…they crashed at the same time. The idea was to prove that objects all fall at the same rate.”

5/1/13

• Entry Task

• WHY do you think objects fall at the same rate?

• http://www.physicsclassroom.com/Class/newtlaws/u2l3e.cfm

• http://www.physicsclassroom.com/mmedia/newtlaws/efff.cfm

ANSWERS

• Objects of different masses FREE FALL at the same rate BECAUSE acceleration due to gravity is always about 10 m/s every second.

• SO, a heavy thing falls 10 m/s faster every second and so does a light thing.

Today’s Work

• Finish your article summary for pages 62-71.• Read pages 72-79. • Finish another article summary.

5/2/13

• Entry Task

• Which force causes acceleration downwards towards earth?

• Also read the physics text printed from• http://www.physicsclassroom.com/mmedia/n

ewtlaws/efff.cfm• Answer focus questions

5/3/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!!

Today’s Work

• Per 1 – 9th grade – – First – make sure you have the TWO article summaries

completed from the pink book:– ONE article summary from pages 62-71.– And another from pages 72-79.

• Per 3 – 8th grade– Read the physics article and answer the focus

questions. –Extra time? ONE article summary from pages

62-71 in the pink book.

5/6/13

• Entry Task

• 9th grade – FREE!• 8th grade - Read “A true Story?” on page 67 of the

Pink books. • Which will hit the ground first, a heavy or a light

object?

• Watch and listen to demonstration…

ANSWERS and 8th grade work:

• The heavy and light object will hit the ground at the same time. I know this is true because in the text it states, “…they crashed at the same time. The idea was to prove that objects all fall at the same rate.”

• ASSIGNMENT: • Read pages 62-71 in pink books. • Complete an article summary on these pages

9th Grade work – 3 days of newer physics than Newton’s

• http://www.pbs.org/wgbh/nova/physics/elegant-universe.html

• Take notes• Title: The Elegant Universe Objective: newer

physics than Newton!

• Plan B: http://www.sciencekids.co.nz/videos/physics/gravity.html

5/7/13

• Entry Task

• 9th Grade – FREE!• 8th Grade - WHY do you think objects fall at

the same rate?• http://www.physicsclassroom.com/Class/new

tlaws/u2l3e.cfm• http://www.physicsclassroom.com/mmedia/n

ewtlaws/efff.cfm

ANSWERS and 8th grade work:

• Objects of different masses FREE FALL at the same rate BECAUSE acceleration due to gravity is always about 10 m/s every second.

• SO, a heavy thing falls 10 m/s faster every second and so does a light thing.

• ASSIGNMENT: Read pages 72-79. • Finish another article summary. •

5/8/13

• Entry Task

• 9th Grade – FREE!• 8th Grade - Which force causes acceleration

downwards towards earth?

ANSWERS and 8th Grade work:

• GRAVITY causes 9.8 m/s/s of acceleration towards earth.

• ASSIGNMENT: read the physics text printed from

• http://www.physicsclassroom.com/mmedia/newtlaws/efff.cfm

• Answer focus questions• IF YOU NEED TO FINISH ARTICLE SUMMARIES:• Summary 1 from pages 62-71• Summary 2 from pages 72-79

5/9/13

• Entry Task

• What does gravity have to do with the second law??

5/10/13

• Entry Task

• Say Something Nice• Please turn in your entry task sheets!!

String Theory Focus Q

• What was Einstein’s quest near the end of his life? • What is unification? • What was Newton’s embarrassing secret? • What are the four forces described in the film?

Which of these forces describe large things? Small things?

• What is the conflict between describing the very large and the very small?

• What is string theory?

5/13/13

• Entry Task

• Who discovered that electricity and magnetism are related?

• Read pages 18-25 in “Story of Science: Einstein adds a new Dimension.”

Electromagnetism Focus Q

• What important inference did Maxwell make?• At which speed do EM waves travel? • List all the EM waves from short to long from page 23. • Do EM waves, like light, obey Newton’s laws? Why or

why not? • What is a vacuum? Could you see light in a vacuum?

Could you hear noise? • Extra Time? Go to

http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec04.html

5/14/13

• Entry Task

• Describe electromagnetism. Be sure to include its speed, some common forms, and people that discovered it.

Today’s Work

• 9th grade – watch Faraday video – 5 min• 8th grade - Finish EM Focus Questions• In groups of 3 or 4, conduct lab activities:

Magnetic Fields and Electrical Fields. • GOALS: clean up messes AND no stolen or

broken lab equipment (REFERRALS FOR HORSEPLAY!) http://phet.colorado.edu/en/simulation/magnet-and-compass

5/15/13

• Entry Task

• How do you think electricity “flows” or moves through a wire?

Computer Lab

• Notes Electricity Book 1 and Book 2• http://www.bgfl.org/bgfl/custom/resources_ftp/

client_ftp/ks2/science/electricity_book1/

• http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/elecricity_2/electricity.swf

• Choose and watch 3 simulations:• http://phet.colorado.edu/en/simulations/catego

ry/by-level/middle-school• Back in class: observe and draw a light bulb.

Create a circuit and light the bulb.

5/16/13

• Entry Task

• What do you think an electromagnet is?

Electromagnets

• http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/elecricity_2/electricity.swf

• Build an electromagnet. • Explore and answer questions about how

electricity creates magnetic fields.

/13

• Entry Task

• What is one thing you know you have learned this year in Physical Science? How do you know you have learned it?

• Leaves and Acorns…