Day Eighty Nine Overview
- the students worked on a units challenge for the shortened class period
- students that completed the activity correctly and on time received free hw passes
Units Practice Challenge
Homework
- I gave the students two graphing distance versus time worksheets
Swimmer Graph Sheets
Constant And Changing Speeds
Science News
Could Wood Feed The World
Tuesday, April 16, 2013
Day Eighty Eight Overview
Day Eighty Eight Overview
- with this class the students worked on applying their new found knowledge of friction in an interactive lab activity
- the students were asked to see how different factors affected the amount of friction that their shoes experienced on a lab bench
- the students were also asked to come up with a hypothesis prior to their activity, and then state whether or not their results supported or did not support their hypothesis
Friction Lab
Homework
- the Friction Lab is due one week from when it was started
Science News
The Future of our Energy
- with this class the students worked on applying their new found knowledge of friction in an interactive lab activity
- the students were asked to see how different factors affected the amount of friction that their shoes experienced on a lab bench
- the students were also asked to come up with a hypothesis prior to their activity, and then state whether or not their results supported or did not support their hypothesis
Friction Lab
Homework
- the Friction Lab is due one week from when it was started
Science News
The Future of our Energy
Day Eighty Seven Overview
Day Eighty Seven Overview
- we began class with a discussion about why we would need forces in our day to day lives
- some of the answers included sports, cars, moving things, and carpentry
- I asked the students to pull out their note packets and we discussed ways that we could reduce friction
- after writing down ways that we could reduce friction we then talked about ways that we could increase friction
- we then wrote down ways to increase friction
- after taking down notes I asked the students to put their packets away and gave them a friction supplemental activity
- the students we told that they could work in groups for 15 minutes to complete the activity
Friction Notes
- after the 15 minutes we went over the worksheet together as a class and finalized some of the friction concepts that we had been learning about
- with the rest of class we watched some more of the mega roller coaster movie
Homework
- catch up on late work, hand in any overdue labs
Science News
Research Uses Mirrors To Make Solar Energy Cost Competitive
- we began class with a discussion about why we would need forces in our day to day lives
- some of the answers included sports, cars, moving things, and carpentry
- I asked the students to pull out their note packets and we discussed ways that we could reduce friction
- after writing down ways that we could reduce friction we then talked about ways that we could increase friction
- we then wrote down ways to increase friction
- after taking down notes I asked the students to put their packets away and gave them a friction supplemental activity
- the students we told that they could work in groups for 15 minutes to complete the activity
Friction Notes
- after the 15 minutes we went over the worksheet together as a class and finalized some of the friction concepts that we had been learning about
- with the rest of class we watched some more of the mega roller coaster movie
Homework
- catch up on late work, hand in any overdue labs
Science News
Research Uses Mirrors To Make Solar Energy Cost Competitive
Day Eighty Six Overview
Day Eighty Six Overview
- this day in class we began to formally look into forces
- we began class with a ticket in the door activity that asked the students two questions
1. Compare and contrast a person in space and a person on Earth. What makes someone in space behave differently than someone on Earth?
2. What do you think makes something start to move? What do you think makes something stop moving? Propose a scientific explanation to defend your hypothesis.
- the ticket in the door sparked some good conversation and highlighted to me that the students were coming into this lesson with a great deal of background knowledge
- after the ticket in the door I showed the students two short video clips
1. a science graduate student asking people "what is a force?"
What is a Force?
2. footage from the Apollo 8 launch
Apollo 8 Launch
- we then discussed that for something to be a force it must have 4 things
1. a force is a push or a pull
2. all forces have size and direction
3. forces are measure in Newtons (N)
4. not all forces result in motion
- things move when forces are not balanced
- when forces are balanced there is no motion and when forces are not balanced there is motion
- to practice the concept of balanced and unbalanced forces we worked on some mini white board problems
- we then briefly discussed the force known as friction
- friction is the force that opposes motion
- friction can occur when things are moving (kinetic friction) and when things are not moving (static friction)
- there are three types of kinetic friction ... sliding, rolling, and fluid
- to display their new knowledge of friction I asked the students to either act, sing, or draw an example of kinetic friction or static friction
Homework
- make up any late work
Science News
Bad Decisions Arise From Bad Information, Not Faulty Brain Circuits
- this day in class we began to formally look into forces
- we began class with a ticket in the door activity that asked the students two questions
1. Compare and contrast a person in space and a person on Earth. What makes someone in space behave differently than someone on Earth?
2. What do you think makes something start to move? What do you think makes something stop moving? Propose a scientific explanation to defend your hypothesis.
- the ticket in the door sparked some good conversation and highlighted to me that the students were coming into this lesson with a great deal of background knowledge
- after the ticket in the door I showed the students two short video clips
1. a science graduate student asking people "what is a force?"
What is a Force?
2. footage from the Apollo 8 launch
Apollo 8 Launch
- we then discussed that for something to be a force it must have 4 things
1. a force is a push or a pull
2. all forces have size and direction
3. forces are measure in Newtons (N)
4. not all forces result in motion
- things move when forces are not balanced
- when forces are balanced there is no motion and when forces are not balanced there is motion
- to practice the concept of balanced and unbalanced forces we worked on some mini white board problems
- we then briefly discussed the force known as friction
- friction is the force that opposes motion
- friction can occur when things are moving (kinetic friction) and when things are not moving (static friction)
- there are three types of kinetic friction ... sliding, rolling, and fluid
- to display their new knowledge of friction I asked the students to either act, sing, or draw an example of kinetic friction or static friction
Homework
- make up any late work
Science News
Bad Decisions Arise From Bad Information, Not Faulty Brain Circuits
Day Eighty Five Overview
Day Eighty Five Overview
- we began class with a "stir the class" activity to determine what the students already knew about force
- the students were asked to come up with three things about force in their pairs
- they were then asked to "stir the class" and complete a list of 8 things, including the three they had already come up with
- while the students worked on that activity I used most of that time to hand back quite a few assignments that had been graded and needed to be passed back
- with the last half of class we watched a roller coaster movie to help explain a real life example of forces in action
- the movie also served as inspiration for the student's homework assignment
National Geographic Mega-structures - Roller Coaster
Homework
- draw at least a half page rendering of a roller coaster that you would like built
- on the other half page or on the back of a page, use your knowledge of forces to explain how the parts of the roller coaster work (ex. the cart falls down the hill due to the force of gravity)
Science News
Neighbors Move Electrons Jointly
- we began class with a "stir the class" activity to determine what the students already knew about force
- the students were asked to come up with three things about force in their pairs
- they were then asked to "stir the class" and complete a list of 8 things, including the three they had already come up with
- while the students worked on that activity I used most of that time to hand back quite a few assignments that had been graded and needed to be passed back
- with the last half of class we watched a roller coaster movie to help explain a real life example of forces in action
- the movie also served as inspiration for the student's homework assignment
National Geographic Mega-structures - Roller Coaster
Homework
- draw at least a half page rendering of a roller coaster that you would like built
- on the other half page or on the back of a page, use your knowledge of forces to explain how the parts of the roller coaster work (ex. the cart falls down the hill due to the force of gravity)
Science News
Neighbors Move Electrons Jointly
Monday, April 15, 2013
Day Eighty Four Overview
Day Eighty Four Overview
- we began class by checking and going over the assigned acceleration practice problems
- the worksheet was assigned so that students could get the necessary practice solving for acceleration as well as other variables in the acceleration formula
- after going over the homework we talked some more about graphing speed and acceleration
On a distance versus time graph ...
- a flat horizontal line means the object is not moving
- a straight line means that the object is moving at constant speed
- a curved line means that the object is accelerating
- we practiced those problems with a couple quick classwork worksheets
Bug Race
Graph Interpretation Time vs. Distance
- we finished the last half of class by talking a quiz on the concepts of motion that we had studied up until that point
Homework
- make up any late work and quizzes
Science News
Carbon Dioxide Removal Can Lower Climate Costs
- we began class by checking and going over the assigned acceleration practice problems
- the worksheet was assigned so that students could get the necessary practice solving for acceleration as well as other variables in the acceleration formula
- after going over the homework we talked some more about graphing speed and acceleration
On a distance versus time graph ...
- a flat horizontal line means the object is not moving
- a straight line means that the object is moving at constant speed
- a curved line means that the object is accelerating
- we practiced those problems with a couple quick classwork worksheets
Bug Race
Graph Interpretation Time vs. Distance
- we finished the last half of class by talking a quiz on the concepts of motion that we had studied up until that point
Homework
- make up any late work and quizzes
Science News
Carbon Dioxide Removal Can Lower Climate Costs
Great Science Quotes
"Bad times have a scientific value. These are occasions a good learner would not miss." - Ralph Waldo Emerson
"Science is a way of thinking much more than it is a body of knowledge." - Carl Sagan
"Science is a way of thinking much more than it is a body of knowledge." - Carl Sagan
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