01st+Quarter+2013

Do hand Springs SciNews4Students1 / SciNews4Students2

10/31 Measuring Acceleration Lab

10/30 Explain the reasoning behind the 9 questions for Graph 1. Look at the T-Charts and see how point indicate a story for Graph 2. Show how to manage really big numbers with scientific notation.

1794000000 = 1.794 x 10^9

9. While climbing the mountain, a large spacecraft approached Rusty and began to hover over him. After beaming him aboard, the cute, fuzzy aliens took Rusty 1794000000 km back to their home planet, Bowlus. What was the average velocity of the spacecraft if the journey to Bowlus took 6 hours?

10/28 & 29 Part 1 __ Velocity Problems __ (The Adventures of Rusty and Dusty) Rusty and Dusty went on a canoe trip. Help them get home safely by reading the following problems and solve. Make sure you show your work/setup, label and circle your answers. You may round your answers to the nearest hundredth when necessary. (Use the speed triangle.)

1. Rusty and Dusty left 29 Palms in their truck at 6:00 AM and traveled 80 km to Amboy. What was their average speed if they reached Amboy at 7:00 AM?

2. After having breakfast at Roy’s Diner, Rusty and Dusty headed east to the Colorado River. The trip from Amboy to the river was 120 km and it took them 2.5 hours. What was their average velocity?

3. Once at the river, Rusty threw a stick in the water to see how fast the current was flowing. The stick went 75 m in 50 seconds. What was the speed of the river?

4. Rusty and Dusty planned to canoe 56 km on the first day. What would their average speed have to be if they wanted to stop paddling by 5:00 PM? They started paddling at noon.

5. After five hours of paddling, Rusty and Dusty had canoed 36 km south from where they started. What was their average velocity?

6. As it was getting dark, Rusty could tell that the river was moving more swiftly. Rusty figured that they were traveling at 25 m/s. At this speed, what distance would they cover in 60 seconds?

7. After hitting some vicious rapids, Rusty and Dusty’s canoe had tipped over. They lost everything, including themselves. Once on shore, Dusty remembered that there was a small town about 10 km back upstream. If Dusty hikes at a speed of 4 km/h, how long would it take him to travel to the small town?

8. Rusty had no idea where he was. To determine his location, he decided to climb a small mountain. The distance to the top was 1500m. If Rusty climbs at a speed of 500 m/h, how long would it take him to climb to the top of the mountain?

9. While climbing the mountain, a large spacecraft approached Rusty and began to hover over him. After beaming him aboard, the cute, fuzzy aliens took Rusty 1794000000 km back to their home planet, Bowlus. What was the average velocity of the spacecraft if the journey to Bowlus took 6 hours?

10. After judging their annual “chili cook-off,” the aliens of Bowlus simply beamed Rusty back into his living room on Earth. This time, the trip only took an amazing 60 seconds. What was Rusty’s average speed back to Earth? Recall that the distance was 1794000000 km.

11. When Dusty reached the small town, he found a mule that he could ride home on. If the mule averages a speed of 3 km/h, how many hours will it take Dusty to ride the 275 km back to 29 Palms?

12. In order to give the mule a rest, Dusty only traveled 8 hours per day. Using this information and your answer for #11, calculate how many days it took Dusty to get home. (Created by Jason E. M. Schmit)

Part 2 Graph the T-Chart below and then answer the questions on the next page in your Science Notebook. X = minutes and Y = Kilometers (Hint: use intervals of 4 on the X axis and 1 on the Y axis.) . 1. Which segment shows no speed? 2. Which segment shows the slowest speed? 3. Which segment shows the fastest speed? 4. Which segments show starting? 5. Which segment shows speeding up? 6. Which segment shows a speed of 0.25 km/min? 7. Which segment shows distance staying the same? 8. Which segment shows distance decreasing or heading back towards the start? 9. Which segment shows a velocity opposite of all the other segments?

Graph the following two T-Charts on the same graph/set of axis. Then write a story describing Belinda's and Bob's motion? Make up a story about where they are going and why their velocities were changing. . T = time in minutes and D = distance in kilometers. T is the independent variable. (Hint: use intervals of 4 on the X axis and 1 on the Y axis.) Which segment shows a velocity opposite of all the other segments? . . (Created by Jason E. M. Schmit) .

10/24 & 25 Notebook Check pages 26, 27, 28, 31, 32, 33

Finish: Interpreting Motion Graphs

__Velocity Problems__ (Use SNB page 36) 1. After being launched from a canon, Elmo traveled 5 km in 4 seconds. What was Elmo’s average speed? 2. Big Bird tried to fly south for the winter. If he travels at an average speed of 2 km/h, how far will he have gone in 12 hours? 3. Oscar the Grouch drove his Grouch-mobile at a speed of 75 km/h. If he maintains this speed, how much time would it take him to travel 10 km? 4. Grover was running south on Sesame Street. What was his velocity if he traveled 1 km in 10 minutes?

__ 9th chapter 3rd Section Notes __ (Use SNB page 37)

10/23 Notebook Check Extra Study Help:

10/21 & 22 __Homework__ if you haven't finished this: Motion Terms (Use SNB page 28) Define and make a visual representation for each word. Speed, Average speed, Instantaneous speed, Velocity, Slope, Acceleration

Part 1 9-2 Notes (Use SNB page 35)

Part 2 Interpreting Motion Graphs 1 (Use SNB page 36)

10/17 & 18

Part 1 Question TB Page 347 1a. 1b. 1c. 2a. 2b. 2c. 3a. 3b. 3c. (Answer the questions on SNB page 31)

Part 2 Copy the graphs from TB pages 346 & 347 on SNB page 32. Make sure you include the green boxes.

Part 3 Vectors (Copy & Complete on SNB page 33 & 34. Then answer the last two questions.) 1. An object is in motion if its distance changes relative to a _. 2. A plus (+) or minus (-) sign can be used to indicated a change in position from a _. 3. _is the length of a path between two points. 4. The length of a straight line between a starting and ending point is called _. 5._can have both a magnitude and a direction. 6. A _ must have both a magnitude and a direction. 7. Displacement is an example of a _. 8. Three examples of vectors are.... ,...., and.... . 9. An arrow can be used to represent a ...... 10. A vector’s ..... is represented by the arrow's length. 11. The position of the arrow indicates the vector’s _. Answer for a summary: How are distance and displacement similar? How are they different?

10/16 Video: About graphing speed and acceleration Compare Two Motion Graphs (Use SNB page 29) 1. A graph has time on the X axis and Distance on the Y axis. a. What does a positive slope on this graph indicate? b. What does a horizontal line on this graph indicate? c. What does a negative slope on this graph indicate? d. What does the slope of the line on this graph tell?

2. A graph has time on the X axis and Speed on the Y axis. a. What does a positive slope on this graph indicate? b. What does a horizontal line on this graph indicate? c. What does a negative slope on this graph indicate? d. What does the slope of the line on this graph tell?

Text pages 346 & 354 may help

10/14 & 15 Four parts to the assignment: Motion(Use SNB page 26) Select the link to see details. Displacement (Use top half of SNB page 27) Define displacement and draw figure 3 on textbook page 341. Speed Triangle (Use bottom half of SNB page 27) Select the link to see details. Motion Terms (Use SNB page 28) Define and make a visual representation for each word. Speed Average speed Instantaneous speed Velocity Slope Acceleration

EXTRA CREDIT Build a mouse trap car and show your class how to measure its average speed. Mouse Trap Car Links

10/10 & 11 The questions to the next test were given at the start of this chapter so there is no mystery abouot what needs to be learned. The effort that is put in to understand this material will produce results. A lack of effort never produces results.

Motion involves relationships between distance, time, and speed. Below are a few of the most basic relationships.

math Speed = \frac{Distance}{Time}

math For example: math Speed = \frac{Miles}{Hour}

math

math Acceleration = \frac{Final Velocity - Initial Velocity}{Time}

math

Motion Test Questions (Write on SNB pages 22-25) 1) Doug says, “My school is 5 km south and 2 km west.” What do you need to know to determine where Doug’s school is? 2) Look at Figure 1. What is the position of the 1 cm mark if the 4 cm mark is the reference point? 3) On his way to school, Juan wanted to calculate his average speed. To do this, he would need to know? 4) To get home, Jay ran 1500 meters for the first 8 minutes, then walked 500 meters for the last 12 minutes. What was Jay’s average speed for his trip home? 5) What does average speed mean? If a car travels at an average of 75 km/h, what was its speed at different parts of the trip? 6) Makayla ran 100 meters in 20 seconds. What was her average speed? 7) To get home, Kyle traveled at a speed of 10 km/h for 2 hours. How far did Kyle travel? 8) Haley’s family drove 100 km at an average speed of 25 km/h. How long did it take them to travel this distance? 9) Which of the following is a description of velocity? 20 km, 25 h, 30 km/h, or 40 km/h West 10) How is velocity different from speed? 11) The arrows below represent the velocity of four cars traveling in the same direction. Which of the cars has the greatest speed? The one represented by the longest arrow. ---> > -> >

12) Figure 2 shows the motion of an object. What is this object doing between 0s and 6s? 13) According to Figure 2, how far did the object travel at 4 seconds? 14) According to Figure 2, what is the object’s speed during the first 6 seconds? 15) According to Figure 2, what is the object’s speed after 6 seconds? 16) Figure 3 shows the motion of an object. What is the object’s rate of acceleration between 0s and 12s? 17) According to Figure 3, what is the object doing between 12s and 18s? 18) According to Figure 3, what is happening to the motion of the object between 18s and 26s? 19) Apply the concept of acceleration. Give an example of acceleration due to a change in direction? 20) An apple reaches a velocity of 29.4 m/s towards the ground 3 seconds after being dropped. What is the apple’s rate of acceleration?

[|Motion Videos]

10/9 Experimentation Test Retake

10/7 & 8 Review for test retake. Test 1 Review



10/3 & 4 Review the Experiment Analysis Assignment.

Test: Experimentation Test

10/2 Distance Time Graph (SNB page 21) Copy the T-Chart and graph it. Calculate the slope for two points on the graph.

9/30 & 10/1 Bell Work page 20 SNB Review experimental design. Review making conclusions. Finish Nutty Pi Activities and Posters

__9/26 & 27__

Slope = Rate of Change__ (Use Science notebook page 19.) Put values in for the x variable in an equation to generate y-values. Record these values in a T-chart and then plot the points on a graph. Compare the slopes of the four lines plotted to explore the y = mx + b.

Continue to work on Nutty Pi Posters

9/25 Review the Scientific Method and the procedure portion in particular.

(Also the Cricket Experiment from last year. Story in 7th grade science text.)

Alternative assignments: Scientific Method Cats

9/23 & 24 Slope Introduction Continue to work on Nutty Pi Posters

9/19 & 20 Finish Pattern Graphing on Science Notebook page 17.

Use what you know about scientific inquiry and Pattern Graphing to apply the scientific method and investigate the Nutty Pi Posters.

9/18 T-Charts

9/16 & 17 Title: Graphing Two column notes on Science Notebook pages 15 & 16.

Why school? []

9/12 & 13 Notebook check. Review/Finish Accuracy & Reproducibility concepts. Lots of time given once again for 1/3 of the students to do their assignments.

9/11 Science Notebook page 13 & 14. Accuracy & Reproducibility Explain your answers for credit on page 13. Draw the three examples on page 14. (Open link for details)

9/9 & 9/10 Read & Tell Pages 16 to 26. Do GIST diagrams for Weight, Mass, & Volume (Use Science Notebook pages 11 & 12.) Finish: Measuring Scavenger Hunt activity done on p. 10 of the SNB. FYI: How to do GIST Diagrams (Open links above for details)

Extra studying: Students have been told the user name and password. http://www.brainpop.com/science/scientificinquiry/statistics/ http://www.brainpop.com/math/probability/basicprobability/ [] http://www.brainpop.com/science/scientificinquiry/scientificmethod/ http://physicalsciencecottrell.wikispaces.com/Hypothesis+Writing

9/5 & 9/6 Review Lab Safety. Take the Lab Safety Test More time for Scientific Inquiry GIST diagrams. Vocabulary Activity [] Measuring Scavenger Hunt activity done on p. 10 of the SNB.

9/3 & 9/4 Do GIST Diagrams for Scientific Inquiry (Use pages 7, 8, & 9 in you Science Notebook.) FYI: How to do GIST Diagrams (Open links above for details)

8/29 Lab Safety Test

Introduce Scientific Inquiry See Textbook page 12, figure 4. Make shadows using an Origami dinosaur like what is being done in figure 4. Shadow Activity used to present vocab: hypothesis, manipulated variable, responding variable, and controlled experiment. Origami dinosaur to make shadow Vocabulary (Open link above for details)

8/28 (C-day) Lab Safety Scavenger Hunt

8/26 & 8/27 Goldenrod Paper [|Demonstration] Notebooks Four Questions Marshmallow Challenge

You will be researching and investigating the following topics: scientific method, measurement, metric system, motion, forces, energy, fluids, matter, solutions, chemistry, and astronomy. Your performance in this class will determine your high school classes, so consistently do your best!
 * Welcome to Mr. Cottrell’s Physical Science Class! **

1. Do the Right Thing! (follow directions and procedures) 2. Take care of yourself (build your future and stay safe) 3. Take care of others (respect them and their stuff) 4. Take care of the place (and it’s stuff) 5. Give Your Personal Best! (start by staying on task)
 * Behavior Expectations **:


 * Behavior Consequences **:
 * Verbal warnings
 * Demerits
 * Parent communication
 * Referral to the Principal

F Tardiness is being outside the door when the bell rings. F <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Enter the classroom quietly and immediately go to your seat. F <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Be in your seat when the bell rings and request permission to leave your seat. F <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Bell Work: Read the screen and/or whiteboard, open your Science Notebook and start workingat or before the bell. F <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Use the six hand signals when answering questions or making drink and restroom requests. F <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Almost all classwork will be done on specific page numbers in a student created “Science Notebook.” <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">(Being out of your seat talking, talking out or wandering when the bell rings or at any time is disruptive and will earn a demerit.)
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Procedures **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">:

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Grading scale: <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">A = 100 to 90% <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">B = 89 to 80% <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">C = 79 to 70 % <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">D = 69 to 60% <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">F = 59 to 0%

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">40% = classwork <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">50% = tests and quizzes <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">10% = participation
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Weighted Grading and Assignments **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">:

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Grading rubrics for specific assignments can be found on the class website. Late work should be submitted on the correct page in a Science Notebook for grading and will receive 90% credit for the work done correctly. Please check the class’s website or with another student for make-up work directions. I do not collect or accept loose papers for grading. Long term assignments can be turned in late; however, there is a penalty of 10% per day after the due date. Students are responsible for all assignments regardless of absences. Students will be allowed the length of their absence to make up work without it being late. If possible, have a parent or a guardian show you your grade online at least once a week. Test and assignment scores can be improved if you are unhappy with what you earned. Tests can be retaken and will receive credit for 90% of what is correct.

<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Almost all of a student’s classwork will be kept in their Science Notebook. Each assignment will be kept on a specific page number in the notebook. At times when assignment grades are recorded, students must show me their work by open their notebooks to specific pages. I don’t collect or accept loose assignments, outside of a Science Notebook, to grade them. Students who refused to do a notebook have not passed this class.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Science Notebooks **<span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">: