Homework for Pd 7 ONLY

Below is the data table and 4 conclusion questions for Lab 9. Since we didn't get to them today in class, the students were asked to answer them for homework. On Thursday, I will be collecting the Hot Finger Cold Finger Diagram, the temperature measurements for Lab 9 and these conclusion question answers. This will be the final batch of grades for the year! How times flies!

Questions:

Question #5:  In this experiment, what determines the amount of heat energy transferred to the samples?

Question #6:  In this experiment, what determines the size of the temperature increase in the water samples?

Question #7:  Does the 200gr of sand that received 24 Moches (4 Candles) of heat energy respond the same as the 200gr of water that also received 24 Moches (4 Candles) of heat energy?  If the sand responded differently than the water did, explain how the response was different.

Question #8:  What do you think people mean when they say ‘heat up’ in sentences like:

                      “It’s heating up outside.”                           or

                      “Let’s heat up the pizza in the oven”      or

                      “Heat up the water with two candles.”

Home stretch!

Friday and Today in class...

We started Lab #5: We bounced a golf ball or foam golf ball from one meter off multiple surfaces and recorded the number of bounces it took for the ball to come to rest. The students should be thinking about the number of bounces and the type of surface it is being bounced on. They should also be looking at how the bounces change with each impact.

I gave back the papers for Lab #3, as they are all now entered into the gradebook. A couple of classes also went through answers to the Transfer and Transform packets they were asked to do while I was away. The Quiz for B day students is this Friday, where the A day students will take it when I see them next week on TUESDAY. (The senior finals are altering our schedule a bit next week, so it is Tuesday).


Tuesday and Wednesday (14th/15th)

Students will come into class and look at data from Lab #5. They may or may not graph the data depending on time. We will discuss what we observed in the lab and the 14 surfaces. They will answer conclusion questions that will be turned in for a grade. Here they are...

1.     Looking at the data, it is clear that for some surfaces the ball took more bounces before coming to rest than on other surfaces. Which surfaces accepted the most energy per bounce? How do you know this is true?

2.     Where do you think the energy went? (Transferred or Transformed)

3.     What characteristics of the surface help determine how much kinetic energy it can absorb? Why do some surfaces accept more energy than others during each bounce?

We will then shift our focus to wrestlers and why they don't hurt themselves when they jump off the top ropes and onto the floor. Also Trampolines!

Many Thanks!

Here she is...

Hadleigh Olivia Naylor

In science news...I graded the Lab #3 paperwork that I had with me. There may be some scattered Lab #3 papers in the stack of lab #4 papers I am moving onto, so if your child doesn't have a lab #3 grade...there is a shot it could be in there. But I would check their notebook to be certain.

B Day kids should have come home today with their Transfer and Transformation of Energy Packet that they would have reviewed with the substitute. They should have made corrections if needed...however, they can always email me to clarify any of the items. That will be their study guide for next week's quiz on T&T of Energy. A day kids will review with the substitute tomorrow in class. I don't have a definitive date on the quiz next week, but it won't be as thorough has the review packet.

I will hopefully return to class on Friday...I miss you guys!

-Naylor

April 25th/26th

Do Now:
If a filled water bottle is attached to a string hanging from a pivot point in the ceiling and is pulled back 9 ft and is held just under the chin of a 5'8'' tall person, will it swing and hit another 5'8'' person standing 18 ft away?

The students tackle Lab #4 in which they investigate Potential Energy (Gravitational Potential Energy) and how it Transforms into Kinetic and back again.

The students will swing an empty water bottle, 100g of water in the bottle, and 100g of sand in the bottle. Each time, they will record the number of swings before the pendulum comes to rest. The students should observe and/or explain...
1. How many swings the pendulum takes.
2. The general speed at which it swings
3. The distance it swings out with each consecutive swing.
4. Why does the pendulum stop swinging sooner/later depending on mass of pendulum.
5. What is responsible for the pendulum's lack of energy?

A couple picks from lab 3...passing energy along.

April 18th

We are about ready to finish up the lab on Passing Energy Along. Below are the conclusion questions that go along with the data from today and/or yesterday.

Question #1:  Is the height of the ramp or the length of the ramp more important in determining the speed the ball when it reaches the bottom of the ramp?   What evidence do you have to support your claim?

Question #2:  Using your graph, how far would you predict the cup would slide if you raised the height of the ramp by one more block?

Question #3:  Compare your two graphs.  Where does the golf ball have its

greatest gravitational potential energy?  What evidence are you using to support your decision?

Question #4:  For the same ramp height, which has more gravitational potential energy, the solid golf ball or the hollow golf ball?  What evidence is there to support your decision?”

Question #5: A stream of water starts high in the foothills, flows down through the hills and into the flatlands at the base of the foothills.  If the same water made the trip from the top of the foothills through a large smooth pipe, it would be moving much faster when it reached the flatlands than the stream water does.  Use the concepts of energy transformation and energy transfer to explain how the water in a stream can move downhill without speeding up. 

April 11th-18th

We will be spending about half of our class this week on Project Presentations. Each group has an unlimited amount of time to share their research with us...which is nice because they are the experts about their topics and I learn so much! I allow the students to ask questions of the project authors. I am happy to see that many of our students have the confidence to stand before their peers and share...they speak loud, clear, and with enthusiasm! Presentations will continue until Thursday.

Passing Energy Along is a lab we are doing after presentations each day. We are using the golf and foam balls with the ramps again. This time, we are creating a car accident in sorts, having a moving object hit a stationary object. We are observing the distance the stationary object will travel upon contact. This is a direct relationship between distance traveled and kinetic energy of the ball. If the ball has more energy, it has more to give, the cup should travel further.

Students are graphing their data. PD 3 had to do the graph for homework tonight (Monday 4/15)

Conclusion questions will appear on here once we get to that point in the lab.

Thanks and enjoy!

Rob Naylor

April 8th/9th

Welcome Back!

Today in class...

DO NOW:
Describe the consequences of Mr. Naylor walking into a locker vs Mr. Naylor running at top speed into a locker.

We briefly discussed that my speed ultimately determines how severe the consequences are to both me and the locker. This was our lead into Kinetic Energy (The energy of motion). I then introduced a new situation...if I ran into a locker vs. Ms. Hilbeck who is much smaller and has less mass than me, but traveled just as fast. How does this change the end consequence.

We then moved into the hallway for our lab. The groups were able to collect data, but we did not get an opportunity to share the data and discuss patterns. We will do that on Wed and Thurs.


IN PROJECT NEWS...

Presentations will begin on Friday and Monday.

Here are photos from the lab today.