Thursday, 20 November through Wednesday, 26 November, 2008

HL 6 was due in class Monday, 24 November.


HL 7 is due in class today, November 26.

Using information from internet access, virtual activities, textbooks, and classroom discussions,
students should be able to:
-describe how sound waves travel through matter.
-describe how sound waves are produced.
-describe the relationship between loudness and sound intensity.
-describe speed, velocity, and acceleration.

Classes have been in flux, as the 7th grade classes have shifted to another teacher. Until further notice, information on this site is for 8th grade students.

Any absent student should use your Florida Essentials book to read and complete chapter 7 on force and motion.

Home learnings are shown above.

Wednesday, 19 November, 2008

Using information from internet access, virtual activities, and classroom discussions,
students should be able to:
-describe how sound waves travel through matter.
-describe how sound waves are produced.
-describe the relationship between loudness and sound intensity.

The do now was an FCAT question, which was copies and answered:
When an earthquake causes the seafloor to push upward, a tsunami can occur. Tsunamis are dangerous ocean waves that can reach great heights just before they strike a beach. What property of a tsunami makes it dangerous to people on the beach?
A. amplitude
B. frequency
C. trough
D. wavelength

After completing the do now, students did independent learning by visiting the Dr. Gayden's Science Zone site to find links for studying sound energy and sound waves. (drgcdms.podomatic.com)

Tuesday, 18 November, 2008

Using information from in class readings to
-compare and contrast the types of waves.
-describe the properties and characteristics of waves.

Students should read the handout and take notes, recording all pertinent vocabulary.

The home learning page can be found at the top of this blog.

Monday, 17 November, 2008

Using information from internet access, virtual activities, and classroom discussions to:
-access how frequency, wavelength, and amplitude affect waves.
-differentiate between different types of waves.

The do now was to copy and answer:
Gerry went fishing on a pond in a small boat. When he cast out his line into the pond, it produced a wave pattern that radiated out from where his fishing line landed. As wave crests passed his boat, Gerry counted five wave crests in 20 seconds. Calculate the wave frequency in hertz.

Students spent the remainder of the class time learning about waves. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to find various activities on waves. Be sure to take notes.

Remember, the science fair begins in 14 Days!

Friday, 14 November, 2008

Using information from videos, demonstrations, and classroom discussions to
-compare and contrast the types of waves.
-describe the properties and characteristics of waves.t of gravity on air resistance.

The do now was to copy and answer the following:
Describe the different types of energy changes that take place when a light switch is turned on.

Students turned in HL 5 and reviewed the answers. Students then copied notes on waves. The information can be found at the top of this blog.

Students then watched a Bill Nye video on waves.

Students demonstrated transverse and longitudinal (compressional) waves using mini slinkys.

The home learning is to teach an adult about waves and have them write a summary of what they learned on the adult input page in the notebook. Be sure to write your three Costa's questions (one from each level) and color coordinate the questions to the answers. Also write a 20 word "GIST" to summarize the main points of today's notes.

Thursday, 13 November, 2008

Read this page to help you find the answers to HL #5.


This is HL #5. Write on loose leaf paper, in blue/black ink or pencil. Head your paper as shown. Be sure to write the title of the assignment in the proper place. Answers only (letters).


Read this sheet. Answer the questions on the pages below based on this sheet.




Answer the questions on these sheets on your own paper. Do not write on the sheets. Do not copy the questions. Write only the answers on your own paper.


Using information from supplementary reading material,
Students should be able to:
-define the connection between gravity and air resistance.
-describe methods to change the effect of gravity on air resistance.

Students were given a reading package and questions to be answered on their own paper. These pages are found at the top of this blog.

In addition, a supplementary reading sheet for HL #5 can also be found at the top of this blog. Use it to aide in answering the questions for HL #5, which is due on Friday.

Wednesday, 12 November, 2008

Using information from virtual laboratory experiments and classroom discussions,
Students should be able to:
-describe the flow of heat energy.
-rationalize how heat energy is transferred.
-hypothesize and test how different materials transfer heat.

The do now was to copy and answer the following:
Ty opens the window on a cold winter day. The house is warm inside. What direction does the thermal energy flow at the window?

Home learning 4 and Article 1 were collected and reviewed.

Students then completed the GIZMO from explore learning on Heat Transfer By Conduction. (www.explorelearning.com). If you wish to do the activity at home, use your assigned user name and password. E-mail me at DrGCDMS@dadeschools.net if you have forgotten/misplaced your sign in information.

Write down the start temperatures for both beaker A and beaker B. Then, run the GIZMO and record the final temperatures of both beakers, and the time it took to reach these temperatures. Use a format similar to this:

Material Final Temperature Beaker A Final Temperature Beaker B Time, seconds
Aluminum
Copper
Steel
Glass

Be sure to answer the five questions at the end of the GIZMO and submit them. This will serve as quiz 2.

Students who finish the activity early should either do the GIZMO on Conduction and Convection or work on their Science Fair Project.

Monday, 10 November, 2008

This is HL #4. Answer on loose leaf paper, headed correctly, as shown. Write using blue/black ink or pencil. Answers only.



This is article 1. Read and answer the questions found on the page below.


Write in blue/black ink or pencil. Use complete sentences. For the GIST, write across, one word per space. Write to tell the author's purpose or the main idea of the article. DO NOT begin with the words: "This article is about..." or "The main idea is..." or "The author's purpose is..."

Using information from virtual laboratory experiments and classroom discussions,
Students should be able to:
-describe the flow of heat energy.
-rationalize how heat energy is transferred.
-hypothesize and test how different materials transfer heat.

The do now was to copy and answer an FCAT short response question:

Jason is camping in the woods and does not have any matches to light a fire. He selects small sticks and rubs them together very quickly. Describe the energy conversion that occurs when Jason rubs the sticks together.

Students received Article 1 on plug-in vehicles and HL #4 on heat. Both os these assignments are due in class on Wednesday. Follow the directions for each sheet. They can be found at the top of this blog.

Students then took a quiz on energy and energy transformations.

Students watched BrainPop movies on heat and temperature.

Finally, students did the GIZMO activity Heat Transfer by Conduction, found at www.explorelearning.com. You must have your username and password to log in. E-mail me for these items if you have misplaced/forgotten them. We will, however, continue this assignment on Wednesday.

Thursday, 6 November, 2008

Using information from laboratory experiments,
Students should be able to:
-hypothesize about how potential and kinetic energy are related.
-test, analyze data, and draw conclusions from an experiment.

The do now was a quick write: Write to explain three energy transformations.

Students received HL #3, which can be found at the top of this blog.

The remainder of the period was spent completing Lab 7: Potential to Kinetic Energy.

Absent students should see yesterday's post as to how to do the make up lab (found at Dr. Gayden's Science Zone (drgcdms.podomatic.com).

Wednesday, 5 November, 2008

Using information from laboratory experiments,
Students should be able to:
-hypothesize about how potential and kinetic energy are related.
-test, analyze data, and draw conclusions from an experiment.

The do now was to update the Cornell notes from Monday's topic on energy. Compose 3 Costa leveled questions (1 from each level) and color coordinate the questions to the answers using highlighters. Then write a 20 word "GIST" to summarize the notes.

Next, write a RAFT. The Role is the sun; the Audience is the Earth; the Format is a letter, and the Topic with strong verb is abolish pollution. Students composed a letter, pretending to be the sun writing to the earth about how pollution affects the energy the earth receives from the sun and how that energy would change if pollution was abolished.

Students reviewed HL #2.

Students spent the remainder of the period working on Lab 7: Potential to Kinetic Energy.

Absent students should visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to find the lab sheets and the make-up lab.

Monday, 3 November, 2008

Using information from movies and classroom discussions,
Students should be able to:
-compare and contrast kinetic and potential energy.
-propose how energy transformations occur.

The do now was to make a T table (2 column notes). One column was labeled know. Students should write all they know about energy. The other column was labeled new. Students viewed the Bill Nye video on Energy and completed the column with any new information learned.

Students submitted science fair plans. Remember, science fair projects are due December 1.

Students also received HL #2, which can be found at the top of this blog.

Students viewed several demonstrations and discussed the energy transformations that occurred, for example, in the happy ball, the chemical energy of the battery was transformed to sound and light energy.

Students watched the Energy video and completed the chart.

Students then did the end of video quiz as a class.

Students began working on a RAFT about energy. This will be completed either Thursday or Friday.

Students who have not submitted their plans must remember to do so on Wednesday.