Tuesday, 1 December, 2009

Students will be able to:
use the information from reading assignments and discussions to
-define force.
-describe how gravity affects objects.
-describe motion.

Students worked acceleration problems as their do now.

They then received a reading packet on force, mass, and motion. Students read the packet and answered all questions in the packet.

Remember, HL #8 on Newton's First Law is due in class tomorrow.

Science Fair projects are past due.

Monday, 30 November, 2009

This is HL #8. Use blue/black ink or pencil, loose leaf paper with no edges, and have paper headed correctly. Letter answers only.

Students will be able to:
use the information from videos from the internet, internet access, and discussions to
-define force.
-differentiate between balanced and unbalanced forces.
-determine the net force on an object.

The do now was to answer problems 27-30 on pages 24/25 in the Mastering the FCAT book. You can find those problems at the following site:
http://www.glencoe.com/sites/florida/student/science/assets/pdfs/gs7flmfcat2.pdf
(Scroll down to page 44)

Students received home learning 8, which is not due until Wednesday. You can find the handout at the top of the blog.

Students saw the BrainPop movie on forces. E-mail me for the school username and password to view the movie at home.

Students visited the ylearn site (www.ylearn.co.uk). They typed in their name and the access code Forces-Gayden to learn more about forces and motion.

Remember, you loose 5 points for everyday your science fair project is late, including weekends.

Wednesday, 25 November, 2009

Fill out and tape to the back of your project board.

Students will be able to:
use the information from videos and discussions to
-define motion.
-relate yesterday's activities on speed to Newton's laws of motion.

Students continued their "SPA Day". We discussed speed, reviewed HL #7, and received a page for the back of the science fair board. This can be found at the top of the blog. Please be sure you can check yes for ALL of the items BEFORE you submit your project!

Students then viewed a Bill Nye video on motion and related it to the SPA activities from yesterday.

Have a happy and blessed Thanksgiving!

Science Fair Projects are due in class on Monday!

Tuesday, 24 November, 2009

This is HL #7. Please do on loose leaf paper, in blue/black ink or pencil, and headed correctly. Answers only.

Students will be able to:
use the information from three legged races to
-determine speed of runners.
-graph results of races.

Today was a SPA Day! That's right, a Student Performance Activity Day! Because of the rapidly approaching Thanksgiving holiday, today (and tomorrow) are days of putting into practice information we've learned in class. In science, we will deal with speed. Students entered three legged races in their classes, and the winners competed with other science classes. Students were ale to determine speed by dividing the total distance run (no hopping allowed!) divided by the total time. Let's just say, it was a good thing the activity was done outside on the grass! Running with three legs was not as easy as many students thought it would be!

Students did receive a home learning assignment, which can be found at the top of this blog. It is due in class tomorrow.

Remember, when you return on Monday, YOUR SCIENCE FAIR PROJECT IS DUE!

Monday, 23 November, 2009

Students will be able to:
use the information from the CPS sytem, handouts, and classroom discussions to
-take notes on acceleration.
-solve speed and acceleration problems.

Students placed notes on acceleration in their interactive science notebooks. The notes are as follows:

Acceleration

Acceleration-how fast an object changes its velocity.

Any moving object that is changing speed is accelerating.

Negative acceleration, or deceleration, occurs when an object slows down.

An object moving in a straight line at constant speed is not accelerating.

An object at rest is not accelerating.

The acceleration of an object can be found from its change in velocity and the time taken for the change.

Acceleration = change in velocity (m/s)/Time taken for this change (s)


Students then turned in their notebooks for a notebook check.

Students watched a BrainPOp movie on acceleration. You can email me for the school username and password to watch the movie at home! Or, you can visit the following Glencoe site, scroll down to acceleration, and watch the movie.

http://glencoe.mcgraw-hill.com/sites/0078693896/student_view0/brainpop_movies.html#

Students then used the CPS system to solve speed and acceleration problems.

There was no home learning, BUT...
SCIENCE FAIR PROJECTS ARE DUE IN CLASS IN SEVEN DAYS!!!!!!!

Friday, 20 November, 2009

Students will be able to:
use the information from internet access and classroom discussions to
-solve speed and velocity problems.
-hypothesize about how distance is affected by speed and time.

Students turned in and reviewed HL #6.

The remainder of the time was spent doing the virtual lab: What is the relationship between distance, average speed, and time? To access the activity, go to Dr Gayden's Science Zone (drgcdms.podomatic.com), click the SECOND link under Tuesday, 17 November, 2009.

Once the page loads, click the journal entry icon and copy the journal questions. Then click the table/chart icon and copy the chart. Complete the challenge question. Choose your three cars. Complete the table using the information found in the activity and by calculating distance traveled. Begin the activity. Analyze your results and answer the remainder of the questions from the journal.

There will be a notebook check on Monday. Be sure you have ALL notes (energy, speed and velocity, the activity from today), home learnings 1-6, and your adult input completed on page M. To do less is to earn an F!

There was no other homework, however,

SCIENCE FAIR PROJECTS ARE DUE ON NOVEMBER 30!!!!!

Thursday, 19 November. 2009

Students will be able to:
use the information from internet access and classroom discussions to
-solve speed and velocity problems.
-work on or complete science fair information.
-answer FCAT type questions about the nature of science, the nature of matter, and energy from FCAT Explorer.

The do now was a speed problem. Students copied and answered the following:

A car travels 90 km/hour for 4 hours. The car travels an additional 60 km/hour for 3 hours. What is the average speed of the car?

Students then either worked on their science fair projects/presentations or visited the FCAT Explorer website.

Once on the site, students used their usernames and passwords (see me for yours) to sign on Science Voyager. They then enterd and did the lessons on What is science, the particulate nature of matter, and energy.

Remember, HL 6 in due in class tomorrow.

Wednesday, 18 November, 2009

Students will be able to:
use the information from internet access and classroom discussions to
-solve speed and velocity problems.
-infer velocity of moving vehicles.

The do now was a speed problem:
A truck travels at a constant speed of 45 kilometers per hour. How far does the truck travel in 20 minutes?

Students submitted and reviewed HL #5. Students also received HL #6, since tomorrow is a half-day. The handout can be found at the top of this blog.

Students spent the remainder of the period investigating velocity. Visit Dr. Gayden's Science Zone (DrGCDMS.podomatic.com) and do the activity found on the first link.

Tuesday, 17 November, 2009

This is HL #5. Use loose leaf notebook paper, with no jagged edges. Use blue/black ink or pencil. Head your paper correctly, including the title what is acceleration? Write only is or is not, depending on which correctly completes the statements in the Answer These segment.

Students will be able to:
use the information from internet access and classroom discussions to
-solve speed and velocity problems.
-infer velocity of moving vehicles.

The do now was to use the average speed equation: Average speed=distance/ time to solve the following:
1. A car travels 100 miles in 2 hours. What is the average speed?
2. A family drives 1000 miles to Disney World. It takes them 20 hours. What is their average speed?
3. How long would it take to travel 450 miles if the average speed is 60 miles per hour?
4. How far would a car traveling 70 miles per hour travel in 3.5 hours?

Students received HL #5, which can be found at the top of this blog.

Students began reading, using selective underlining to note facts of importance from the handout what is acceleration.

There was no home learning, but there will be a notebook check this week!

Monday, 16 November, 2009

Students will be able to:
use the information from handouts and classroom discussions to
-define momentum.
-apply the principle of momentum to real life situations.

For the do now: Answer: A 18 wheeler travels down the Turnpike at 80 mph. Another 18 wheeler jumps the median and crashes into the first 18 wheeler. It was also traveling at 80 mph. What do you think will happen? Describe all the interactions you believe would occur.

Students were given a handout package on momentum. These pages cannot be published electronically, without copyright permission. Students completed the setting the stage information. They then shared their responses as an entire class. Then, students read the article on momentum, using the popcorn reading technique. For each in article question, students answered on their own first, then shared with their group. The entire class then shared responses. Students then answered the thinking about the article questions on their own, without sharing with groups or class.

There was no home learning activity.

Friday, 13 November, 2009

This adult input sheet goes on page M in the back of your notebook.


This sheet goes on page 2 in the front of your notebook. Use the information found below to complete the HL assignments already assigned.

Students will be able to:
use the information from textbooks, supplementary reading material, videos, and classroom discussions to
-compare the concepts of speed and velocity.
-solve average speed problems.

The do now was a quick write. Students were told to write to explain the difference between speed and velocity.

Home learning 4 was submitted and reviewed.

Students updated notebooks by placing Assignment score sheet 2 on page 2 and Adult Input sheet on page M in their notebooks. The assignments for the assignment sheet are:
Assignment.......................................Due Date
HL #1 Forms of energy......................Nov 4
HL #2 Potential and Kinetic Energy....Nov 6
HL #3 Energy Transformations..........Nov 12
HL #4 What are speed and Velocity?..Nov 13

You can find the assignment score sheet and the Adult Input forms at the top of this blog. Or, you can see me in class to get a copy. There WILL be a notebook check on Wednesday, so get ready!

Students spent the remainder of the class reading the home learning assignment aloud to take notes on speed and velocity. Students set up a Cornell notes page with today's date and the topic: Speed and Velocity. Don't forget to write the topic in the table of contents. The Benchmark is: SC.C.1.3.1.

The notes are as follows:

Speed and Velocity

Speed-tells you how long it will take to go a certain distance.
Distance = Speed x Time

Average Speed-equal to the total distance traveled divided by the total time used.

Average speed = Total Distance/Total Time

Instantaneous speed-the actual speed at any given instant.

Velocity-the speed and the direction of travel of an object.

Students were instructed to write Costa leveled questions, one from each level based on their notes. They also used highlighters to find the answers in their notes and correlate the questions to the answers. They wrote a summary of the main ideas of the lesson at the bottom of the Cornell notes page.

There was no home learning assignment.

Thursday, 12 November, 2009

This is HL #4. Be sure to write on correctly headed loose leaf paper, in blue/black ink or pencil. Don't forget to write the title of the home learning (What are speed and velocity?) in the proper place. Number your paper 1-3 and write ONLY the LETTER answers.

Students will be able to:
use the information from laboratory experience and classroom discussions to
-write up the whacky hall walker lab as a power write exercise.

Students made sure they had three leveled questions, one for each Costa level on the notes from Monday on energy. Students also made sure to use highlighters to identify questions with answers in the notes. They also wrote a summary of the main ideas of the notes.

Students submitted home learning 3 and reviewed the answers. They also received home learning 4, which can be found at the top of the blog.

Students then made sure they had home learnings 1-3 and quiz 1 pasted in their interactive science notebook. Since there will be a notebook check on Monday, make sure ALL components of the notebook are in place and in order!

Tuesday, 10 November, 2009

Students will be able to:
use the information from the reading assignment and classroom discussions to
-compare and contrast potential and kinetic energy.
-identify changes in potential and kinetic energy in everyday life.

Enjoy your day without me! As I attend a workshop, be sure to follow the directions of the sub.

You are to read the information from the handouts and answer all questions (all 19) on your own paper. Do not write on the handouts.

Remember, HL #3 was passed out yesterday. Be sure to see yesterday's blog for the handout. It is due on Thursday.

Have a great and safe Veteran's Day. See you on Thursday!

Monday, 9 November, 2009

This is HL #3. Follow the directions.

Students will be able to:
use the information from internet access and classroom discussions to
-compare and contrast the different forms of energy.
-differentiate between renewable and nonrenewable energy sources.

Students took a benchmark quiz for the do now. The topic was energy.

They then took notes about energy. The notes are as follows:

Energy
Energy-the ability to do work or cause change.

Kinetic energy-energy an object has because of its motion, kinetic energy increases as the speed of an object increases, kinetic energy increases as the mass of an object increases.

Potential energy-the energy stored in an object because of its position, potential energy increases the higher the object is from the ground, potential energy increases as the mass of an object increases.

Thermal energy-the sum of potential and kinetic energy of particles in a object due to their random motion.

Chemical energy-energy stored in chemical bonds.

Radiant energy-energy that travels in the form of waves.

Electrical energy-energy carried by an electric current.

Nuclear energy-energy stored in the nucleus of an atom.

Students also received HL #3. The assignment should be done on loose leaf paper, properly headed, in blue/black ink or pencil. Be sure to put the title on the paper. Record only the letter answers. The assignment is due on Thursday. It can be found at the top of this blog.

Friday, 6 November, 2009

These are the handouts for Lab 5. Be sure all data is in pencil. You may use blue/black ink or pencil for the remainder of the page.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-test, analyze data, and draw conclusions from an experiment.

The do now was a quick write. Students wrote to explain: why does the motor of an electric fan gets hot the longer the fan runs?

Students submitted and reviewed HL #2.

We watched BrainPop movies on Energy Sources and Forms of Energy. To watch at home, please email me for the user name and password.

Students spent the remainder of the class period writing up the lab experience with the whacky hall walkers. The handouts can be found at the top of this blog. (Note: Due to technical difficulties, the lab sheets won't be updated until Monday, 9 November. Be sure to get a copy of the lab sheet from me in the morning before class so that your lab write-up will be ready to submit when you come to class.

Thursday, 5 November, 2009

This is HL #2. Head your loose leaf (no edges) paper correctly. Write using blue/black ink or pencil. Answers only.

Students will be able to:
use the information from hands-on activities and classroom discussions to
-hypothesize about how potential and kinetic energy are related.
-test, analyze data, and draw conclusions from an experiment.

The do now was to answer question 13 on page 19 of Mastering the FCAT. Use the site provided in the last blog to find the book online.

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

Students then completed the experimentation phase of the lab, using the whacky hall walkers to determine the relationship between kinetic and potential energy.

Wednesday, 4 November, 2009

Students will be able to:
use the information from hands-on activities and classroom discussions to
-hypothesize about how potential and kinetic energy are related.
-test, analyze data, and draw conclusions from an experiment.

The do now was to answer questions 10 through 12 in the Mastering the FCAT booklet. You can find the questions by visiting the following site and then going to page 38.

http://www.glencoe.com/sites/florida/student/science/assets/pdfs/gs7flmfcat2.pdf

Students reviewed HL #1.

Students spent the remainder of the class period planning an experiment that shows the relationship of potential energy to kinetic energy.

There was no home learning.

There are 26 days until Science Fair Projects are due!

Tuesday, 3 November, 2009

Be sure to write using blue/black ink or pencil. Be sure to write on loose leaf paper with no edges. Be sure to head your paper correctly. Write only the answers on your paper. Include the home learning title on your paper.

Students will be able to:
use information from irtual lab activities and classroom discussions to
-identify examples of energy conversions.
-discuss how energy transformations are important in everyday life.
-identify conversions that take place in a series of energy transformations.

The do know was a Think/Pair/Share. Students were to write, then discuss with the person next to you, and then with your group the following: Is the earth considered a closed or an open energy system? Why?

Students received HL #1, which can be found at the top of this blog. Be sure to head paper correctly, write using blue/black ink or pencil, and write answers only.

The remainder of the class time was spent doing the Glencoe online lab on energy conversions. Visit Dr. Gayden's Science Zone (drgcdms.podomatic.com) to find the link for the activity.

Monday, 2 November, 2009

Students will be able to:
use information from computers with internet access and classroom discussions to
- compare and contrast potential and kinetic energy.
-describe energy transformations.

The do now was to construct a KWL chart on energy.

After sharing information, the class watched BrainPop movies on potential and kinetic energy, making a Venn diagram or an H diagram to compare and contrast the two.

Students then viewed the Bill Nye video on energy, recording all energy transformations seen in the video.

Finally, students completed the L portion of the KWL chart with information learned.

There was no home learning.