Thursday/Friday, 17/18 December, 2009

This is HL #14. Use a properly headed sheet of loose leaf notebook paper to record your answers only.


This is HL #15. Use a properly headed sheet of loose leaf notebook paper to record your answers only.


Read this for your information only. No need to answer anything!

Students will be able to:
use the information from science fair projects and classroom discussions to
-present their work to the class.
-constructively critique classmates' projects.

Students have home learnings 14 and 15 in the package already received. These are due on Friday. They can also be found at the top of this blog.

Students presented their science fair projects while classmates took notes and asked questions. Students recorded information about each project in their notebook, including the problem and major conclusions.

Wednesday, 16 December, 2009

Students will be able to:
use the information from hands- on activities, supplementary reading material, and classroom discussions to
-hypothesize and test a hypothesis about how mass affects crater size.
-define lasers.
-discuss how lasers work.
-contrast light and sound waves.

All students submitted home learnings 12 and 13.

Some students did a special activity on craters. Their do now was a KWL chart on craters.

They then saw a slide show on craters and were asked to compare and contrast the different craters.

Students then did a hands-on activity to determine how mass (size) affects crater formation, by dropping different sizes, mass, or materials of projectiles into sand and measuring the size of the resulting crater.

The majority of students received a reading package to read and interpret about lasers and sound. All questions should be answered on your own paper. See Dr. Gayden in class for a copy of the package.

Monday/Tuesday, 14/15 December, 2009

Read this sheet just to learn more about machines.



This is HL #12. Read and answer the questions, answers only (numerical) on a sheet of properly headed, loose leaf notebook paper in blue/black ink or pencil.



This is HL #13. Do both on the same sheet of loose leaf paper, properly headed. Read and follow directions carefully. Answers only.

Students will be able to:
use the information from classroom discussions to
-take the district science assessment exam.

Students received the home learning package with home learning for the week. Home learnings 12 and 13 are due on Wednesday. Home learnings 14 and 15 are due on Friday. If you plan to be out, please bring your assignments in early.

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

Students spent the remainder of the period completing the district assessment.

Friday, 11 December, 2009

Students will be able to:
use the information from ithe clicker system and classroom discussions to
-solve frequency and mechanical advantage problems.

The do now was as follows:
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 form 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 reviewed HL 11.

We then used the CPS clicker system to review math equations in science. Using the Science FCAT reference sheet
(you can download a copy at http://fcat.fldoe.org/pdf/FL06_STM_TB_g8_S_r3g.pdf page 13)
we solved the problems, entering the solutions with the CPS clicker system.

The problems are below.

1. You have a rock with a volume of 15 cm3 and a mass of 45 g. What is its density?

2. You have a different rock with a volume of 30 cm3 and a mass of 60g. What is its density?

3. You decide you want to carry a boulder home from the beach. It is 30 centimeters on each side, and so has a volume of 27,000 cm3. It is made of granite, which has a typical density of 2.8 g/cm3. How much will this boulder weigh?

4. What is the speed of a rocket that travels 9000 meters in 12.12 seconds?

5. The space shuttle Endeavor is launched to altitude of 500000 m above the surface of the earth. The shuttle travels at an average rate of 700 m/s. How long will it take for Endeavor to reach its orbit?

6. A dragster in a race accelerated from stop to 60 m/s by the time it reached the finish line. The  dragster moved in a straight line and traveled from the starting line to the finish line in 8.0 sec. What was the acceleration of the dragster?

7. A meteoroid changed velocity from 1.0 km/s to 1.8 km/s in 0.03 seconds. What is the acceleration of the meteoroid?

8. An object sits on a frictionless surface. There is a 16 N force being applied to an object and its acceleration is at 2 m/s/s. What is its mass?

9. How hard would you have to push a 50 kg skater to increase her velocity by 2 meters per second per second?

10. A ramp has a length of 8 meters and a height of 4 meters. What is its mechanical advantage?

11. Two men wanted to move a heavy package. they used a ramp 0,9 meters long to lift the package which weighed 1000 newtons. What was the work done?

12. The gravitational force on a falling skydiver is 600N and the force due to air resistance is 550 N. What is the net force acting on the skydiver?

13. Using a pulley system, a crew does 7500 J of work to lift a box that requires 4500 J of work. What is the efficiency of the pulley system?

14. A sound waved produced by a lightening bolt has a frequency of 34 Hz and travels at a speed of 340 m/s. What is the wavelength of the sound wave?

15. Waves on a string have a wavelength of 0.55 m. If the frequency of the waves is 6 Hz, what is the wave speed?

16. A boy throws a rock into a pond and counts the ripples that form. He counts 6 eaves that pass in 2 seconds. What is the frequency?

If you did not finish in class, complete for home work.

Also, YOU MUST BRING A PENCIL TO CLASS ON MONDAY AND TUESDAY FOR DISTRICT TESTING!!!!!!!!!

Thursday, 10 December, 2009

These sheets are for HL #11. Do them in sequential order, on loose leaf, properly headed paper. Use blue/black ink or pencil. Be sure to write the title of each handout before answering the questions. Also, write ONLY the answers. This means letter answers only for the first two sheets. For the last sheet, write true if the statement is true. If the statement is false, look at the underlined word and choose a new word that would make the statement true.

Students will be able to:
use the information from internet access, videos from the internet and classroom discussions to
-define waves.
-identify the components of waves.
-compare and contrast different kinds of waves.

The do now was to make a KWL chart on waves.

Students received HL #11. The sheets can be found at the top of this blog. Be sure to follow directions completely and carefully.

Students viewed a BrainPop movie on waves with Tim and Moby.

Students spent the remainder of the class period learning about waves and their properties. Go to Dr. Gayden's Science Site
(http://drgcdms.podomatic.com) to find the links to the different activities and sites.

Students also saw a slinky demonstration of waves.

Wednesday, 9 December, 2009

Students will be able to:
use the information from internet access, videos from the internet and classroom discussions to
-describe the types of simple machines.
-differentiate between types of simple machines found in common items.

The do now was to make a KWL chart about simple machines, and complete the K and the W portion.

Students watched BrainPop movies on wheel and axle, lever, pulley, gears, and inclined planes.

Students spent the remainder of the period learning about simple machines. Visit Dr. Gayden's Science Zone:
drgcdms.podomatic.com and click each link to learn more about simple machines.

There was no home learning.

Tuesday, 8 December, 2009

This is HL #10. Do the sheets in numerical order, on the same loose leaf sheet of paper, properly headed.

Students will be able to:
use the information from demonstrations and classroom discussions to
-describe Newton's three laws of motion.
-give real life examples of Newton's laws of motion.

The do now was a quick write. Students were instructed to write for three minutes on one of Newton's laws, stating the law and giving a concrete example of the law.

Short stories were collected. They may be turned in late, but five points per day (including weekends) will be deducted.

Students used power writing to draw something to remind them of lab 5 on collision course and then wrote up the lab using the power writing model.

Finally, Newton's laws were demonstrated, using a pull back car, the rolling chair, and the Newtonian demonstrator.

Home learning can be found at the top of this blog. Both sheets are to be done on the same sheet of loose leaf paper, properly headed.

Monday, 7 December, 2009

Students will be able to:
use the information from classroom discussions to
-take an exam on energy sources and forms, and force and motion.

Students did not have a do now. They spent the entire period taking the exam on the scantron.

Short stories are due on Tuesday, as are notebooks.

Friday, 4 December, 2009

These are the instructions and grading rubrics for short story two. Be sure to following them completely.



These sheets are to be used to complete the make-up lab. Visit the site listed below, or go to Dr. Gayden's Science Zone (drgcdms.podomatic.com), click on Friday, 4 December, 2009, and access the lab from there.

Students will be able to:
use the information from laboratory experiments and discussions to
-hypothesize and test a hypothesis on how mass affects force.
-analyze data and draw conclusions from an experiment.

Students took a quiz on force and motion as their do now.

Students submitted and reviewed home learning 9.

Students received the rubrics for the short story on energy. The story is due on Tuesday. You can find the handouts at the top of this blog.

Students then did lab 6 on Collision Course.

If you were absent from class, you need to do the make-up lab: How is momentum conserved in a vehicle collision? Print out the handouts at the top of this blog. Then, go to the website: http://www.glencoe.com/sites/common_assets/science/virtual_labs/E24/E24.html
Copy the chart into the data and observation section. Use pencil to complete the chart as you do the lab experiment. Complete the handouts and return them to class on your first day back.

Thursday, 3 December, 2009

These sheets are HL #9. Do them in order, on one sheet of loose leaf paper, properly headed. Answers only.


These are the notes for the day.

Students will be able to:
use the information from use the information from handouts, videos from the internet, and discussions to
-differentiate between balanced and unbalanced forces.
-compare and contrast contact and non-contact forces.
-give real world examples of applications of Newton's laws.

The dow now was to answer the in-text questions from home learnings 6 and 8.

Students received home learning 9. There are two pages, but they must be done on the same sheet of loose leaf, properly headed paper. Write using only blue/black ink or pencil. Don't forget to write the titles at the top of each section. Be sure to write answers only. You can find the handouts for this home learning at the top of this blog.

Students then saw a BrainPop movie on Newton's Three Laws of Motion. You can watch the video by clicking on the link below and scrolling down until you reach the video Newton's Laws of Motion.

Students spent the remainder of the class reading and taking notes on the force and Newton's laws. These notes can be found at the top this blog.

Wednesday, 2 December, 2009

Students will be able to:
use the information from virtual laboratories and discussions to
-observe the relationship between a running person and a graph of distance vs. time.
-learn what the slope and y-intercept of the graph indicate about the runner.
-calculate the speed of the runner based on the graph.

Students did the prior knowledge section of the handout as their do now.

Students submitted and reviewed HL #8.

The remainder of the period was spent on GIZMO, performing the activity Distance-Time graph. If you do not have a username and password, please email me for the information. Once you log on, scroll down to Force and Motion, and launch the GIZMO on Distance-Time Graph. Be sure to print out the student exploration guide, found under lesson materials. Then, complete the activity and fill in the handout.

There was no nightly home learning.