Science for Everyone

Tuesday, February 24, 2009

simple machine review

Reflection on your Mousetrap Car (30 pts)

Explain the design choices you made for your mousetrap car, the IMA of the wheel/axle, the IMA of the mousetrap setup, how far your car went (less than 5, less than 10, greater than 10), what you learned, and what you would change if you did it again. This should be between 3 and 5 paragraphs, and should show the dimensions you measured....

Wednesday, February 11, 2009

Practical Levers

List 5 places where you use a lever in a vehicle. Vrrooom, Vroom.

Tuesday, February 3, 2009

Potential (spring and gravitation), Kinetic, Work, and Momentum

How does energy affect the world we live in as we move, jump, play sports, or stay warm? List your thoughts on the terms above based on the data we collected in class using the ruler and the coin.

When I let go of the ruler.....

When the coin reached its upper point....

If I switched the coin with a marshmallow...

If the coin dropped on my foot...

Monday, February 2, 2009

What is a sport?

Dancing? Shopping? Football? Badmitton? What are the rules to your sport? What is
the URL of
your YouTube Clip?

Monday, January 26, 2009

Projectile Motion

Now we're shooting in two directions! You will be using the activity found here to do science for today.

When you get done, you'll be doing a reflection post.

Tuesday, January 20, 2009

What's your learning style?

Tell me what works and what DOESN'T work for you as a learner. Be specific.

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Sci.SI1.1: Using experimentation, students will contrast types of forces

Benchmark assessment: Students will create a Video voiceover a clip on YouTube, taking the role of a science broadcast announcer.

Components

Students will:

Sci.SI1.1.1 Demonstrate how balanced and unbalanced forces are related to motion.

Sci.SI1.1.2 Test, collect data, and verify Newton's laws of motion.

Sci.SI1.1.3 Contrast forces that act from a distance, including gravitation and magnetism.

Sci.SI1.1.4 Explain how mass and weight differ at different locations in the universe.

Sci.SI1.2: Through research and inquiry, students will apply the concepts of transverse waves to the use of sound and light wave technology.

Benchmark assessment: Student will synthesize their knowledge of light and sound waves to make a musical instrument that can play at least four distinct pitches and use the music created as part of a shadow puppet show.

Components

Students will:

Sci.SI1.2.1 Experiment with sound and light waves to identify the following structures or relationships: crests, troughs, frequency, wavelengths, amplitude, energy transmission, resonance(standing waves) and speed

Sci.SI1.2.2 Identify and experiment with part of the electromagnetic spectrum.

Sci.SI1.2.3 Use light to create penumbras, umbras, and colored shadows.

Sci.SI1.2.4 Experiment with wind or string instruments of varying pitch.

Sci.SI1.3: Through experimentation, Students will observe energy transformations, including potential and kinetic energy

Benchmark assessment: Students will create mousetrap cars and reflect upon the energy transformations.

Components

Students will:

Sci.SI1.3.1 Model changes in gravitational potential energy, spring potential energy, and kinetic energy.

Sci.SI1.3.2 Examine the energy changes in a variety of simple machines

Sci.SI1.3.3 Analyze the effectiveness of a machine for a job using its actual mechanical advantage.

Sci.SI1.4: Using inquiry and models, students will utilize alternative energies.

Benchmark assessment: Students will build a structure that allows us to utilize solar or wind energy in a useful way.

Students will:

Sci.SI1.4.1: Experiment with passive and active solar energy.

Sci.SI1.4.2: Experiment with models of wind energy.

Sci.SI1.4.3? Explain energy transformations in alternative energies.

Sci.SI1.5: Students will model heat transfer mechanisms as a rationale for weather and plate movement on the earth.

Benchmark assessment: Students will create a coloring book that shows the concepts of the chapter in a way that is understandable to a young reader.

Students will:

Sci.SI1.5.1: Contrast convection, conduction, and radiation inside the earth, in its water and weather patterns, and from the sun.

Sci.SI1.5.2: Examine the prevailing winds at different locations on earth, and discuss the movement of weather systems.

Sci.SI1.5.3 Model plate tectonics, earthquakes, and volcanos.

Sci.SI1.5.4: Analyze fossils and other technologies for tracking plate movement

Sci.SI1.6: Students will apply knowledge of geochemical cycles to the issue of climate change.

Benchmark Assessment: Students will come up with a life plan that discusses their usage of various cycles and ways to minimize their effect on the planet.

Students will:

Sci.SI1.6.1: Diagram movement of material between geochemical reservoirs.

Sci.SI1.6.2: Contrast the effect of various geochemical cycles on temperature and atmospheric concentration.

Sci.SI1.6.3: Quantify amounts of material found in reservoirs through visual and experimental models.

Sci.SI1.6.4: Explore ways to minimize their carbon footprint.

Sci.SI1.7: Students will apply their knowledge of the origin and scale of

space.

Benchmark Assessment: Students will create museum exhibits that are interactive, visual and three-dimensional to illustrate their understanding of the components.

Students will:

Sci.SI1.7.1: Model the solar system size and scale.

Sci.SI1.7.2: Examine distances in the cosmos based upon the concept of light speed.

Sci.SI1.7.3: Create time scales for geology on earth, the formation of the solar system, and the big bang.

Sci.SI1.7.4: Examine the process of radioactivity in a star like our Sun, and model its life cycle.

Science for Everyone

Tuesday, February 24, 2009

simple machine review

Reflection on your Mousetrap Car (30 pts)

Wednesday, February 11, 2009

Practical Levers

Tuesday, February 3, 2009

Potential (spring and gravitation), Kinetic, Work, and Momentum

Monday, February 2, 2009

What is a sport?

Monday, January 26, 2009

Projectile Motion

Tuesday, January 20, 2009

What's your learning style?

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