Final Day

Use a computer to take the test

Fill out this sheet

Wrap up Thursday and Friday

Use a sheet of newsprint.  You will do this individually.

1.  Draw planet.  Place a convergent plate boundary, a divergent plate boundary, two volcanoes, and a mountain range.  Tell me what should happen on the active boundaries, and if the volcanoes are evidence of CURRENT plate tectonics or PAST plate tectonics.

2.  Give me an example of convection, conduction, and radiation on Earth by drawing a picture.

3.  Tell me what types of 2 specific types of waves that come from the Sun and what evidence we have that they exist.  Identify these waves as transverse or compressional.

4.  We took temperatures of a variety of surfaces outside the school.   Sketch a sample of the front or side of the school building, list 4 temperatures, and tell me what directions those winds would be blowing.

5.  Which do you think is more useful:  passive or active solar heating?  Draw a picture to support your efforts.

6.  How does a windmill provide energy to the people who live on the electrical grid?

7.  Use a skateboarder to explain the difference between potential and kinetic energy.

8.  Explain how sound waves are different from light waves, using diagrams and energy travel direction.

9.  What is an application of sound waves in our world and how does it work?  Be sure to use the words resonance, frequency, matter, and wavelength in your answer.

10.  How does a mousetrap car change potential energy and kinetic energy?

11.  How is inertia different from Newton's first law when you use a bowling ball or other object.

12.  Why are some shadows in focus and some shadows blurry?  Explain.

13.  Why do surfaces heat unevenly?

14.  What type of waves are used in a cell phone as you a) dial;  b) it connects to the tower; c) it goes to another person; d) the other person hears and answers it.  Think about your senses as you use it.

QR codes

Today, you will be making a scavenger hunt using QR codes


STEP 1:  Watch the video



STEP 2:  Find out about qr codes https://sites.google.com/a/lshigh.org/gotbooks/qr-codes
and be able to compare them to bar codes.

STEP 3:  Decide what your qr codes will link to:

• a website
• a location on google maps
• a clue (perhaps on twitter or weebly) that will require you to solve a riddle
• other ideas

Here's how one person figured it out:   http://ilearntechnology.com/?p=4211

Here is another:   http://storify.com/720mi/qr-code-scavenger-hunt  (this includes the video above, as well as other ideas)

STEP 4:  Plan your hunt and make the qrcodes:   http://www.qrstuff.com/ is one maker that is kind of cool, but there are dozens of them out there.

Your QR scavenger hunt must have at least seven clues, which should be saved as .png or .jpg and pasted onto a word document.  Send this to me at the end of the class.

Three Instructables and Away you Go

http://www.instructables.com/id/How-to-mix-songs-in-Audacity/


http://www.instructables.com/id/Drum-Beats-in-Audacity/


http://www.instructables.com/id/Basic-recording-and-editing-with-Audacity/


http://audacity.sourceforge.net/


You must create a multiple track song.  This includes the percussion instrument you made (you'll have to bring it in by tomorrow), your instrument, a synthesized sound from an app, and something else.  Your song needs to be at least 30 seconds long.

Instructables

music that you create will be a combination of your wind instruments and other sources.  today you will need to look at the app that a company Google Chrome and the homemade instruments on Instructables.  your group must have a percussion instrument to go along with your wind instrument.

Many of you also need to correct your pipe lengths for your instrument.

then go to the Google Chrome App Store and look for music apps that you can use to help enhance your song.

at the end of the hour you will be asked to reflect on your progress.

Musical Instrument creation

1.  Print the 8notes.com piece.
2. Identify the notes

3.  Look up the frequencies in Hz.


http://www.phy.mtu.edu/~suits/notefreqs.html


4.  Identify 4 to 6 frequencies that you will use in your instrument.




5.  Watch 30 seconds of each video above.

6.  Go to instructables and search for an instrument with different notes that match yours.

http://youtu.be/8dZYfWRkBMM

http://www.flutopedia.com/naflutomat_1_37_1.htm

Individual Writeup

Personal Writeup

What is the exact URL of the completed project.

1. What colors can you see on the completed video?  
2. What color of shadows can you see?  Is this the same or different?
3. What reflections can you see?
4. Can you explain a plot with a beginning, a middle, and an end? (Answer in one or two sentences)
5. List a specific example in your video where there is a fuzzy-edged shadow( ____seconds)  How was it formed?
6. List a specific example in your video where there is a sharp-edged shadow( ____seconds)  How was it formed?
7. List a specific example in your video where there is a larger shadow( ____seconds) than the puppet.  How was it formed? 
8. List a specific example in your video where there is a smaller shadow( ____seconds) than the puppet. How was it formed?
9. A List a specific example in your video where there is a penumbra, or lighter shadow( ____seconds)  How was it formed? 
10. List a specific example in your video where there is an umbra, or darker shadow( ____seconds)  How was it formed?
11. Were there any wavelengths of light you could not see in your video?   How could you tell?
12. Make a table and compare the qualities of light and sound waves
13. Explain how you could improve your video to make the mood better through lighting or to make the quality of the shadows better.
14. Explain what each of the people in your group did Be very specific.
15. Compare the work of Philobus to your own show.  How does their work compare to yours, using a CLAIM, EVIDENCE, and REASONING.

Turn this completed work via email.

Electromagnetic Waves

Parts of the EM spectrum Notes and Activities

Teachers' Domain: Tour of the Electromagnetic Spectrum: Radio Waves

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE





ttp://www.pbs.org/wgbh/nova/gamma/spectrum.html



Discussion Questions

What are electromagnetic waves?

What is a photon?

Name one manufactured device or natural phenomenon that emits electromagnetic radiation in each of the following wavelengths: radio, microwave, infrared, visible light, ultraviolet, X-ray, and gamma ray.

Which type(s) of electromagnetic radiation do human bodies emit? Which type(s) can our senses detect?

List three ways that electromagnetic radiation is used to improve our everyday lives. 

Boo--Powell has the flu

Today you will be

I.  taking a test
II. working on a phet lab using this document

DO NOT print the document.  Simply #1 to 15 in your notebooks and answer.
buttonbass.com

Ok, finish the work from Friday to start.

Then we need to think about two pictures:

http://www.physicsclassroom.com/class/waves/u10l0c10.gif

and this document, which Christine will go over with you on the overhead screen.

http://phet.colorado.edu/files/activities/3551/prelab%20for%20mechanical%20motion%20KE%20PE.doc 


Then complete this and hand it in. (there should be printed copies of this to be handed in.)

Machine Exploration

Go to Edheads and pick at least 2 rooms room in the house.  In each room, search for 10 machines.  Make a list of the machine (for example, maybe it's a pencil sharpener) and the simple machine type for your journal today.

Good luck.



==============
Mousetrap car body ideas

http://www.instructables.com/id/Mouse-Trap-car/

http://www.pbs.org/saf/1208/teaching/teaching.htm

Tuesday-Thursday

What machines will a mouse trap car have?  Well, you need a body, wheels, and a mousetrap.

The mousetrap is a lever.  What type?  Does this make things faster or easier?







Here, we have two machines (3rd class lever and a wheel and axle) with an AMA less than 1.  What does this do for the racer?   How can we maximize this factor for the wheels?
===============



BY 12:30, please tell me or Christine if you are going with Option A, Option B, or Option C.

If you choose to analyze a pre-made video, you'll need to do the following.

1.  Watch the video.  Note the times that you observe the terms above.  For example, you may see negative acceleration at :42-:54   You need to use all the terms above.
2.  Put the terms in order of time, not in the order above.  This will help you think about the way you are going to speak about things.
3.  Listen to some color commentators in a sports broadcast so you understand better what you are asked to do.
4.  Start writing your script.  I will ask to see what you have done tomorrow.

If you choose one of the other two options, please plan out what you are going to do on paper.  Again, I will ask for your documentation.

Final Project

All videos must show evidence of the following.  You must define the term individually and hand in, as well as including a stick figure example of each.

• Newton's First Law
• Momentum
• Pressure
• Inertia (non-moving)
• Inertia (moving)
• Impulse (F vs. t)
• Newton's second law comparison of two objects
• Balanced forces
• Unbalanced forces
• Pairs of forces
• Mass
• Constant speed
• Acceleration, +
• Acceleration, -

Option 1:  Choose a YouTube video of a motorized sport. Identify each of the above terms and and a time associated with it.  Define each term.  Make a video voice over like a weekend sports' announcer that is entertaining and shows your understanding of the terms using a podcast tool.

Option 2:  The year after a teen gets his/her license is the most dangerous year of his or her life.  Use your knowledge of the concepts above to help keep kids safe by making a video for http://www.toyotateendriver.com/teens/video-challenge

Option 3:  Make a stop-motion movie that is at least 10 seconds long that tells a story. Explain in a summary how it uses what you learned in this unit.

Sample Video

Crumple Zones Test

Find a car that has a five star driver rating.  _____________________________

Find a car that has a three star driver rating.  _____________________________

Watch the videos of both undergoing a front end collision.

What happens to the crash test dummy in each.  Be specific.

What safety features does it have?  Be specific

Add to your thoughts by going here:  http://www.pbs.org/wgbh/nova/escape/timecar.html

Which would make a better demolition derby car, in your opinion?

Blue Book Analysis vs. Safercar.gov

Kenz's and Devin's group:  http://t.co/2VQmy07tYk 

Marshall's group:  http://t.co/WLFpDksXi6

Chaunda's group:  http://t.co/hQdgVhMDT8

Zoe's group:  http://t.co/r2KULubSlU


Using these cars, (or send me a tweet with different ones), go to safercar.gov and look at three cars.  Rate the safety of three cars, making some type of chart to support your reasoning (hint--use a rating scale or look at p. 8)

CLAIM

EVIDENCE

REASONING

argument for each

Show Christine or Mrs. D your group's evidence.

Then, go to page 9 of your book and write in YOUR NOTEBOOK the answers to questions 1, 2, and 3.

================

Wednesday:  Write the answers to the journal questions in your notebook.

Read p.  11, Physics Talk.  (pair read, talk, and create pair examples)

Come up with four examples each of the two physics words on the right.

Read p. 12.

Class discussion questions:

How do the safety systems from yesterday impact the possibilities suggested on p. 12?

Answer the Journal Write and the What do you Think Now on p 13

Physics to Go  #1

Powers of 10

http://www.powersof10.com/film

=======================

Constellations

For the last two weeks, we have been studying HOW BIG the universe is, and HOW it was made.  Today, you will be creating a personal 2-sided model on your understanding. A model can be a picture or  a concept map with explanation, or a series of statements or a story that are somehow connected. At any rate, your model is UNLIKE anyone else's, because you are a UNIQUE person.  TO start this activity, I would suggest you look around at the links, writing yourself notes and sketching ideas for at least 30 minutes.


SIDE 1:  Tell me about our star, our solar system, our local galaxy, and the local galaxy cluster.  In some way, represent the following

• stellar life cycle
• terrestrials
• gas planets
• asteroid belt
• Kuiper belt
• powers of 10
• life
• gravity
• orbit
• Milky way galaxy
• black hole
• spiral arms

SIDE 2:  This model is a V.  At the point of the V, place the words Big Bang.  At the top of the V, put "about 14 billion years"  Then, using the diagram above, and the links below, fill out the V scape to show your understanding of:

• energy
• pieces smaller than atoms
• fusion
• galaxies
• size of the universe
• local galaxies
• stars
• chemical elements
• speed using the Doppler effect
• supernovas
• dust clouds (nebulas)

Please give any mini-marshmallows that you brought to Melyssa.  Melyssa will label them and put them in the wooden back cupboard and we will use them for tomorrow.

Hand these models in at the end of the hour.

LINKS:

Supernovas

Local Universe

Doppler Effect

Powers of TEN


History of the Universe

Planet Quest

Galaxy Zoo

Our Sun

Life Cycles

What happens as a star moves through its life cycle? This is a journey to find out. For each step, I need to know the following

• the size of the star
• what it is made of
• the tools we can use to study it
• the balance between pressure and gravity
• if fusion is happening
• if burps or eruptions are happening

Earthquake Measurement

Earthquake strength is measured by S and P waves.

http://aspire.cosmic-ray.org/Labs/SeismicWaves/


http://www.classzone.com/books/earth_science/terc/content/visualizations/es1002/es1002page01.cfm



A lab to do

http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html

Our Dyanmic Earth

• Plate tectonics
• Seafloor spreading:   http://earthguide.ucsd.edu/eoc/teachers/t_tectonics/p_seafloorspreading.html
• Volcanos
• Ring of Fire
• New Madrid Fault  http://www.ceri.memphis.edu/awareness/nmsz.html

Use the Internet to research the geographic region known as the Ring of Fire. They should look at the following Web sites and others they can find by searching:

National Geographic: Forces of Nature—Ring of Fire 
The Ring of Fire 
PBS: Savage Earth 
USGS: Active Volcanoes and Plate Tectonics, "Hot Spots" and the "Ring of Fire" 
USGS: Ring of Fire

As they go through the sites, answer these questions:

• Where is the Ring of Fire?
• Why is it called the Ring of Fire?
• What does the Ring of Fire have to do with plate tectonics?
• What events on the Earth's surface tend to occur in this region more frequently than in other regions of the Earth? Why do they occur here?
• What do trenches and mountain ranges have to do with the Ring of Fire and plate tectonics?