As a reminder, the science final will be approximately 80 multiple choice questions. Final Study Guides were due 5/15/15. For those of you who did not complete it, here is an additional copy:
8th Grade Final Study Guide: Complete on separate sheets of paper by May 15 for 5 extra points on the Final Exam.
Forces and Energy Book Chapter 1 Lesson 1:
1. How do you determine motion using a reference point?
2. What is relative motion?
Chapter 1 Lesson 2: *Be familiar with graphing motion
1. How do you calculate speed?
2. How do you describe velocity?
Chapter 1 Lesson 3: *Be familiar with finding acceleration using a graph
1. What is acceleration and how do you calculate it?
Chapter 2 Lesson 1:
1. How do forces affect motion? (review figure 2 p. 34)
Chapter 2 Lesson 2:
1.Define friction. What are the four types of friction?
2. What are the factors that affect gravity?
Chapter 2 Lesson 3:
1. What is Newton’s First Law of Motion?
2. Define inertia.
3. What is Newton’s Second Law of Motion? (F=MxA)
4. What is the definition of a newton (N)?
5. What is Newton’s Third Law of Motion?
Chapter 2 Lesson 4:
1. What is momentum?
2. How is it determined?
3. What is the law of conservation of momentum?
Chapter 2 Lesson 5:
1. What is free fall?
2. What is centripetal force and what does it cause?
Chapter 4 Lesson 1:
1. What is power?
2. What does a joule measure?
3. Define and know the difference between kinetic and potential energy.
Chapter 4 Lesson 2:
1. How do you find the mechanical energy of an object?
2. Define the different forms of energy: electrical energy, kinetic energy, mechanical energy, gravitational potential energy, thermal energy, electromagnetic energy, chemical energy.
Chapter 4 Lesson 3:
1. How does potential energy transform into kinetic energy? How does this work specifically in a pendulum?
2. What is the law of conservation of energy?
Chapter 5 Lesson 1:
1. What does temperature measure?
2. What is heat?
3. What is absolute zero?
Chapter 5 Lesson 2:
1. What is the difference among the heat transfer methods of conduction, convection, and radiation?
Chapter 5 Lesson 3:
1.What is an insulator?
2. What is a conductor?
3. What is specific heat?
Chapter 6 Lesson 1:
1. How do electric charges interact?
2. What is an electric field and where is it the strongest?
3. What is lightening?
Chapter 6 Lesson 2:
1. Define voltage:
2. What is resistance?
Chapter 6 Lesson 3:
1. What is the difference between a series and parallel circuit?
Chapter 6 Lesson 4:
1. What is a short circuit and how can they be prevented?
Chapter 7 Lesson 1:
1. What are the properties of magnets and how do they interact?
Chapter 7 Lesson 2
1.What is a magnetic field and how does it work?
2. What is Earth’s magnetic field like and where are the magnetic poles located?
Chapter 7 Lesson 3:
1. What does an electric current produce?
2.How can the magnetic field produced by a current be changed?
3. What is an electromagnet?
Chapter 7 Lesson 4:
1. What happens when a wire with a current is placed in a magnetic field?
2. How does a galvanometer work?
3. How does an electric motor work?
Chapter 7 Lesson 5:
1. What is electromagnetic induction?
2. How does a generator work?
3. What does a transformer do?
4. What is the difference between a step-up and step-down transformer?
Introduction to Chemistry Book: Chapter 3 Lesson 1
1. What is an atom?
2. What is the modern model of the atom and what is it based on?
3. What is the atomic number of an atom?
4. Be familiar with protons, neutrons and electrons, their charges and locations.
5. How would you find the number of electrons of an atom?
Chapter 3 Lesson 2:
1. What is Mendeleev’s contribution to the periodic table?
2. How are the periods and groups of the periodic table determined?
3. What are the characteristics of metals?
5/15/15
Homework: Balancing Chemical Equations worksheet
Study Guide for Test Tuesday:
What is the difference between chemical changes and physical changes?
How can you identify a chemical reaction? (3 ways)
Endothermic vs. Exothermic reactions.
What is the law of conservation of mass?
How to balance a chemical equation.
5/14/15
Read p. 178-181 and answer Describing Chemical Equations worksheet
5/13/15
Read p. 170-177 and answer all questions
5/11/15
Read p. 162-169 and Do Observing Chemical Change Worksheet
4/27/15
Look at Figure 1, What are the molecules that make it up? How does the # of phosphorous contain to number of H? (fewer phosphorous--Make up is 1 to 4)Do Apply It! p. 98 and Assess Ask: In what state are most nonmetals found at room temp? (Most are gases, some are solids, only 1 is a liquid)
There are nonmetals in Group 1 and in Groups 14-18.The families containing nonmetals include the carbon family, the nitrogen family, the oxygen family, the halogen family, the noble gases and hydrogen.
Fill out chart p. 99
In Group 14, only carbon is a nonmetal. Most of the fuels burned to yield energy contain carbon.
Do Figure 2 p. 99
The nitrogen family contains two nonmetals—nitrogen and phosphorous. In nature, nitrogen is found as a diatomic molecule, or a molecule consisting of two of the same atoms bonded together.
The oxygen family contains three nonmetals—oxygen, sulfur, and selenium.
The halogens are the Group 17 nonmetals fluorine, chlorine, bromine, and iodine. All of the halogens are very reactive; fluorine is the most reactive of all the elements.
The noble gases are the elements in Group 18. They are usually nonreactive.
The chemical properties of H are very different from those of the other elements, so it cannot be grouped in any family. It is a gas at room temp and gives up an electron to combine with other atoms.
Do Figure 7 p. 102.
Elements that have some properties of metals and some of nonmetals are called metalloids. All metalloids are solid at room temp. and are brittle, hard, and somewhat nonreactive. Metalloids such as silicon, germanium, and arsenic are used to make semiconductors, which are substances that can conduct electric current under some conditions but not under others.
Do apply it p.103
Do Alien periodic table p. 104.
Homework:
A. Look up and list the contents of fertilizers for flowers/vegetables and compare them to the fertilizers found in citrus trees.
B. Flourine in the form of fluoride is added to the drinking water in our community.
1. What does fluoride protect against and what issues surround the addition of flouride to the public supply of water.
C.Iodine is important to human health.
1. What do iodine deficiencies cause:
2. What is iodized salt?
Test Friday on periodic table.
4/24/15
Lesson 3.4 Nonmetals and Metalloids
Vocab: nonmetal, diatomic molecule, halogen, noble gas, metalloid, semiconductor
Read My Planet Diary p. 96
A nonmetal is an element that lacks most of the properties of a metal. With the exception of H, nonmetals are found on the right side of the periodic table. Nonmetals have a wide variety of properties with several in common with metals. Most nonmetals are poor conductors of electric current and heat. Sold nonmetals tend to be dull and brittle. They usually have lower densities than metals. In terms of chemical properties, atoms of nonmetals usually gain or share electrons when thy react with other atoms.
4/20/15
Lesson 3
Vocab: metal, luster, malleable, ductile, thermal conductivity, electrical conductivity, reactivity, corrosion, alkali metal, alkaline earth metal, transition metal
Read My Planet Diary p. 88
Metal comes from the Greek word “metallon” meaning mine or quarry. The majority of the elements in the periodic table are metals, elements that are good conductors of electric current and heat. The metals begin on the left side of the table and extend most of the way across. The physical properties of metals include luster, malleability, ductility, and conductivity.
Do Figure 1 p. 89
A material that has a high luster is shiny and reflective. A malleable material can be hammered or rolled into flat sheets. A ductile material can be drawn into long wires. Thermal conductivity is the ability of an object to transfer heat. The ability of an object to carry electric current is electrical conductivity. All of these are physical properties.
Do Figure 2 p. 90
The ease and speed with which an element reacts with other substances is called its reactivity. Metals usually react by losing electrons. The deterioration of a metal due to a chemical reaction in the environment is called corrosion. Reactivity and corrosion are chemical properties.
Do Apply it! p. 91
In the periodic table metals are classified as alkali metals, alkaline earth metals, transition metals, metals in mixed groups, lanthanides and actinides. The metals in Group 1 are the alkali metals. They are the most reactive metals in the periodic table. They are never found uncombined in nature b/c they are so reactive. They have low densities and low melting points. Group 2 metals are the alkaline earth metals. They are harder, denser, and melt at higher temperatures than the alkali metals. They are also highly reactive, but not as much so as the alkali metals.
Do Activity p. 92
Do Do the Math p. 93
The transition metals are the metals in Groups 3 through 12. Most of these metals are hard and shiny solids with high melting points and high densities. They are less reactive than the Groups 1 and 2 metals. Some of the elements in Groups 13 through 16 are metals. The two rows of elements placed below the main part of the periodic table are the lanthanide and actinide metals.
Read the paragraph “Metals in Mixed Groups” p. 94 What were the former uses for lead? Why is it no longer used for these purposes?
Transuranium elements are those that follow uranium and are sometimes called synthetic elements.
Read about Transuranium Elements p. 95 and Do Assess p. 95
Homework: Metals Worksheet
4/17/15
Do Figure 4 and Assess p. 85
An element’s properties can be predicted from its location in the periodic table. The periodic table is made up of rows called periods and columns called groups or families. There are seven periods and 18 groups. The properties of an element can be predicted from its location in the periodic table. Metals are shown on the left of the table, and nonmetals are shown on the right. Metalloids are located between the metals and nonmetals. This pattern is repeated in each period and accounts for the fact that elements in the same group have similar characteristics.
CHECK OUT THIS COOL VIDEO: Finding the speed of light with Peeps: https://youtu.be/HwREvdUWSKE
4/13/15
The periodic table contains info for each of the known elements. The periodic table includes the atomic number, chemical symbol, name, and atomic mass for each element. A chemical symbol is an abbreviation of an element’s name. It contains either one or two letters. Atomic mass is an average of all the isotopes of a given element. Let's say an atom is missing a neutron or has an extra neutron. That type of atom is called an isotope.
Do Apply It! p.83
Classwork: Look up the closest you can to your name on the Periodic Table. Research the origin of the name of the chemical symbol (Latin or Greek, person who discovered it, etc.)
Do Figure 4 and Assess p. 85
An element’s properties can be predicted from its location in the periodic table. The periodic table is made up of rows called periods and columns called groups or families. There are seven periods and 18 groups.
4/10/15
Vocab: atomic mass, periodic table, chemical symbol, period, group, element
Read My Planet Diary p. 80
Dmitri Mendeleev studied the properties of the 63 known elements in an attempt to organize them. He used an element’s melting point, density, color, and atomic mass. Atomic mass is the average mass of all of the isotopes of that element. Mendeleev noticed that a pattern of properties appeared when he arranged the elements in order of increasing atomic mass. He found that the properties of the elements repeated.
Do Figure 1 p. 81 Which three elements are shown? How are they similar? (react with water) Is the reaction the same in all three of theses cases? (no) What pattern do you see in the reactions? (reaction becomes more violent as atomic mass increases) Groups of elements have similar properties, but the extent to which these properties occur tend to show an increasing or decreasing pattern within the group.
Mendeleev called his arrangement of the elements a periodic table because of the repetition of properties. Mendeleev left blank spaces in his table and predicted that these spaces would be filled by elements that had not yet been discovered. He even predicted the properties of those elements. The modern periodic table is arranged according to increasing atomic number.
Homework: Research the efforts of Johann Dobereiner and John Newlands on organizing the elements according to properties. What were the efforts and contributions of each scientist? Site source.
4/8/15
Do Figure 7
Do compare/contrast p. 77
Activity: So, if an atom has 11 protons, how many electrons does it have? (11) What is the atom’s charge? (0) Draw this.
Almost all of the mass of an atom is concentrated in the nucleus. The number of protons, which equals the number of electrons, is called the atomic number. The definition of an element is based on its atomic number.
Do Figure 8 p. 78 .
Atoms of an element that have the same number of protons but a different number of neutrons are called isotopes. An isotope is identified by its mass number, which is the sum of the protons and neutrons in the atom.
Do Figure 9 p. 79
Homework: Introduction to Atoms Worksheet
4/7/15
We watched a Bill Nye episode on atoms and molecules and did labs defining characteristics of atoms.
Homework: Vocab Quiz Friday
325/15
Notes: 8th Grade Chemistry Chapter 3
Vocab: atom, electron, nucleus, proton, energy level, neutron, atomic number, isotope, mass number
Read My Planet Diary p. 72
The idea of the atom dates back to around 430BC. Today the atom is defined as the smallest particle that can still be considered an element. (comes from atomos—“uncuttable”) Atomic theory grew as a series of models that developed from experimental evidence. As more evidence was collected, the theory and models were revised.
John Dalton described the atom as the indivisible particle that makes up an element. He identified other characteristics of atoms, all of which remain part of the modern model.
Read Dalton’s Atomic Theory and answer Figure 1 p. 73
However, J.J. Thomson’s discovery of negatively charged particles called electrons disproved Dalton’s indivisible-atom idea. Thomson proposed a model in which electrons were scattered throughout a ball of positive charge.
Ernest Rutherford’s experiments led him to propose the existence of a nucleus, a small, positively charged region of an atom containing positively charged particles he called protons.
Read about Rutherford’s model p. 74 and 75 do Figure 3 p. 74 and Apply it! P. 75
Niels Bohr revised this model to propose that electrons were found only in specific orbits around the nucleus.
Look at Figure 5. Why do they show a cut piece of wood? (set orbits)
The cloud model proposes that an electron’s movement is related to its energy level, and electrons move rapidly within a cloudlike region around the nucleus.
Activity: Using crayons and a half sheet of paper, draw 5 figures of the different developing models of the atoms, but do not put their names on it. Switch with a partner and have them identify the modes. Check to see if they are correct.
Do Apply it! P. 76
With the discovery of the neutrally charged neutron, the modern model of the atom emerged. At the center of the atom is a tiny, dense nucleus containing protons and neutrons. Surrounding the nucleus is a cloudlike region of moving electrons. Protons have a charge of +1 and a mass of 1 amu. Neutrons, N, have no charge and a mass of 1 amu. Electrons have a negative charge and a mass of 1/2000 amu.
3/20/15
Test Day
3/17/15(NJHS Field Trip Day)
8th Grade Science Classwork 3/17/15
1. Warm Up: In your notebook answer the following question: Power=voltage x current. In a high voltage line, the current is not as high as in a low-voltage line, the power of each, then is the same. When the voltage is decreased in a step-down transformer, is energy destroyed in the process? Why or why not?
2. Use your iPad to trace the path of energy using this website: http://www.hydroquebec.com/learning/transport/parcours.html
Read it, play around with the activities, and do the “Put together a Power System!” Game under Find Out More! (Which happens to be this link: http://www.hydroquebec.com/games/network/flash.html)
OR
Write a story that illustrates the path of electric current from a generating station to your home.
3. Research online: MRI Machines. In your notebook answer the following questions:
a. How do they work?
b. Why are MRIs considered safer than other methods?
c. How do the MRI images show pictures of tissue?
d. What are safety concerns in an MRI? What could happen if metal were brought in to the MRI? What about people who wear braces?
4. Research online: Telegraph machines. In your notebook answer the following questions:
a. When were telegraph machines invented?
b. How do they work?
c. Diagram one and label it.
d. Why were they important?
e. Write out your name in Morse code.
5. Use the rest of your time to work on your Study Guide in your Textbook pp.226-229.
*1st Period Class: please make sure you have the following note in your Science Notebook:
A transformer is a device that increases or decreases voltage. A transformer consists of two separate coils of insulated wire wrapped around an iron coil. The primary coil is connected to a circuit with a voltage source and alternating current. The secondary coil is connected to a separate circuit that does not contain a voltage source. The changing current in the primary coil produces a changing magnetic field. This changing magnetic field creates a current in the secondary coil. Step-up transformers are used to help transmit electricity from generating plants. Step-down transformers decrease the voltage.
3/16/18
A transformer is a device that increases or decreases voltage. A transformer consists of two separate coils of insulated wire wrapped around an iron coil. The primary coil is connected to a circuit with a voltage source and alternating current. The secondary coil is connected to a separate circuit that does not contain a voltage source. The changing current in the primary coil produces a changing magnetic field. This changing magnetic field creates a current in the secondary coil. Step-up transformers are used to help transmit electricity from generating plants. Step-down transformers decrease the voltage.
Homework: Energy From Magnetism Worksheet. Vocab quiz Wednesday
8th Grade Chapter 7 Study Guide Test 3/20/15
Be familiar with magnets, magnetic poles, and field lines.
Compare/contrast a galvanometer to an electric motor.
Memorize parts of electric motor and know how it works p. 216
What is the difference between a direct vs. induced vs. alternating current?
Define magnetic declination.
How does current from a generating plant transmitted to your home?
What do step up and step down transformers do?
What is an electromagnet, how does it work, and what is it used for?
What is a solenoid, how does it work, and what is it used for?
What is the difference between a DC and an AC generator?
Be familiar with how a galvanometer works and the diagrams on p. 214
Be familiar with the energy transformation when a wire with a current is placed in a magnetic field and the diagrams on p. 213.
How is electromagnetic induction used in a transformer?
3/13/15
Read p. 220 “Induction of electric current” and Do Figure 1 p. 220
A current with charges that flow in one direction is called direct current (DC). A battery produces direct current when it is placed in a circuit and charges flow in one direction., If a wire in a magnetic field changes direction repeatedly, the induced current also keeps changing direction. A constantly reversing current is called an alternating current (AC).
Do Figure 2 p. 221
An electric generator is a device that transforms mechanical energy into electrical energy. A generator uses motion in a magnetic field to produce current. When a crank is turned, an armature rotates in a magnetic field. As the armature rotates, one side of it moves up as the other moves down. This motion induces a current in the armature. Slip rings rotate with the armature. The turning slip rings transfer current to the brushes. When the brushes are connected to a circuit, the generator can be used as an energy source.
Do Figure 3 p. 222
Vocabulary: electromagnetic induction, direct current, alternating current, generator, transformer Quiz Wednesday
3/10/15
Lesson 5: Electricity from Magnetism
Vocab: electromagnetic induction, direct current, alternating current, generator, transformer
Read My Planet Diary p. 218
A magnet can make, or induce, current in a conductor, such as a wire, as long as there is motion. An electric current is induced in a conductor when the conductor move through a magnetic field. Generating electric current from the motion of a conductor through a magnetic field is called electromagnetic induction. Current that is generated in this way is called induced current.
Read p. 220 “Induction of electric current” and Do Figure 1 p. 220
3/9/15
Do Figure 2 p. 214
Do Do The math p. 215
An electric motor is a device that uses an electric current to turn an axle. An electric motor transforms electrical energy into mechanical energy. All motors contain certain parts: permanent magnets, an armature, a commutator, and brushes. Electric motors require an energy source.
Do Figure 3 p. 216
Say: in a motor, the current reverses after each ½ turn of the armature. What would happen if the current didn’t reverse but kept flowing in the same direction? (armature would stop spinning, b/c the interaction of the armature and the magnets only causes a ½ turn) How does reversing the current solve this problem? (reversing of the current causes the side that moved down on the right to move back up on the left and the side that moved up on the right to move down on the left resulting in a continuous spinning motion.)
Do Figure 4 p. 217
Homework: Electric Motors (3 pages)
3/4/15
We checked our electromagnets worksheet, took a vocab. quiz and took notes:
A galvanometer is a device that measures small currents. An electric current is used to turn the pointer of a galvanometer. The pointer shows the amount of current present in the wire. Inside a galvanometer, an electromagnet is suspended btwn. Opposite poles of two permanent magnets. Current in the electromagnet’s coil produces a magnetic field. This field interacts with the permanent magnet’s field, causing the coil to rotate. The distance the wire coils and pointer rotate depends on the amt. of current in the wire.
Do Figure 2 p. 214
Homework: In your Notebook, research a string galvanometer. How does it work, why is it important in the history of cardiovascular medicine?
3/3/15
Lab: We made an Oerstad's apparatus and an electromagnet.
Vocab: galvanometer, electric motor, commutator, brushes, armature, permanent magnets
Read My Planet Diary p. 212
Energy is the ability to move an object over a distance. Electrical energy is the energy associated with electric currents. Mechanical energy is the energy an object has due to its movement or position. When a wire with a current is placed in a magnetic field, electrical energy is transformed into mechanical energy. This transformation happens when the magnetic field produced by the current causes the wire to move. The direction of the movement is affected by the direction of the current.
Do Figure 1 p. 213
Vocabulary Quiz Next Wednesday
3/2/15
Do Figure 2 p. 209
Both solenoids and electromagnets use electric current and coiled wires to produce strong magnetic fields. A coil of wire with a current is called a solenoid. The two ends of a solenoid act like a magnet’s poles. However, the north and south poles change with the current direction.
If you place ferromagnetic material inside a solenoid, the strength of the magnetic field increases. The material becomes a magnet. A solenoid with ferromagnetic core is called an electromagnet. Both the current in the wire and the magnetized core produce the magnetic field of an electromagnet. This makes the electromagnet’s magnetic field stronger than that of a solenoid. An electromagnet is a strong magnet that can be turned on and off. You can increase the strength of an electromagnet four ways:
1. Increase current in solenoid
2. Add more loops of wire to solenoid
3. Wind the coils of the solenoid more closely together
4. Use a material that is more magnetic than iron, such as alnico, for the core
Do Figure 3 p. 210
Do Apply it! and Assess p. 211
Activity: Draw a labeled diagram of an electromagnet and explain how it works. List 4 everyday items that use electromagnets.
Homework: Electromagnet Worksheet, Vocab quiz Wednesday
2/27/15
Notes: The magnetic field produced by a current has a strength and a direction. The field can be turned on or off, have its direction reversed, or have its strength changed. To turn a magnetic field produced by a current on or off, turn the current on or off. To change the direction of the magnetic field, reverse the direction of the current. There are two ways to change the strength of a magnetic field: increase the amount of current in the wire, or make a loop in the wire. The magnetic field around the wire forms a circle. The magnetic field lines bunch closer inside the loop and the magnetic field gets stronger. Every additional loop strengthens the magnetic field.
Do Figure 2 p. 209
Both solenoids and electromagnets use electric current and coiled wires to produce strong magnetic fields. A coil of wire with a current is called a solenoid. The two ends of a solenoid act like a magnet’s poles. However, the north and south poles change with the current direction.
Vocab quiz moved to Monday. (magnetic field, magnetic field lines, compass, magnetic declination, bar magnet, geographic poles, magnetic poles)
2/25/15
Activity: visit the National Geophysical Data Center online to calculate the magnetic declination from our location
Do Do the Math p. 205
Lesson 3: Electromagnetic Force
Read My Planet Diary p. 206
In the early 1800’s, Danish scientist Oersted’s experiments showed that wherever there is electricity, there is magnetism, in other words, that the 2 were related.
Do Relate Cause and Effect p. 207
An electric current produces a magnetic field. This relationship btwn. electricity and magnetism is electromagnetism.
Vocab Quiz Friday (see 2/23/15 for words)
2/24/15
Lab: Riverkeepers and 3 Geocaches as we are learning about magnetism and compasses. (We found 3)
2/23/15
Vocabulary: magnetic field, magnetic field lines, compass, magnetic declination, bar magnet, geographic poles, magnetic poles
Notes: A compass is a device that has a magnet on a needle that spins freely. It is used for navigation b/c its needle usually points N. The poles of a magnetized compass needle align themselves with Earth’s magnetic field. Just like a bar magnet, Earth has a magnetic field around it and two magnetic poles.
Activity: Check if metal filing cabinet is magnetized. How did it get magnetized?)
Earth’s core is a large sphere of metal that occupies Earth’s center. The core is divided into an outer core, made of hot swirling liquid iron, and an inner core. The motion of the iron in the outer core creates Earth’s magnetic field.
Do Main Idea p. 204 and Figure 3 p. 204
In addition to geographic poles, Earth has magnetic poles that are located on Earth’s surface where the magnetic force is strongest. The magnetic poles are not in the same place as the geographic poles. The angle btwn. geographic north and the north to which a compass needle points is known as the magnetic declination. The magnetic declination of a location changes b/c Earth’s magnetic poles do not stay in one place as the geographic poles do.
Homework: Magnetic Fields Worksheet
Vocab Quiz Friday
2/20/15
We checked our Magnetism Worksheet and took a vocab quiz.
Notes:
When the magnetic fields of two or more magnets overlap, the result is a combined field. The fields from two like poles repel each other. So the fields from two unlike poles attract each other, forming a strong field between the magnets.
2/18/15
Read and answer My Planet Diary p. 200
Magnetic force is exerted all around a magnet, not just at its poles. The area of magnetic force around a magnet is known as its magnetic field. Because of magnetic fields, magnets can interact without even touching.
Magnetic field lines are lines that map out the invisible magnetic field around a magnet. Magnetic field lines spread out from one pole, curve around the magnet, and return to the other pole. The lines form complete loops from pole to pole and never cross. The magnetic field lines always leave the north pole and enter the south pole. The closer the lines are, the stronger the field. Magnetic field lines are closest at the poles.
Do Figure 1 p. 201
Homework: Magnetism Worksheet
2/17/15
Notes:
Vocab: magnet, magnetism, magnetic pole, magnetic force, magnetite
Read My Planet Diary p. 196
A magnet is any material that attracts iron and materials that contain iron. The attraction or repulsion of magnetic materials is called magnetism. Magnets have the same properties as magnetite rocks. Magnets attract iron and materials that contain iron. Magnets attract or repel other magnets. In addition, one end of a magnet will always point north when allowed to swing freely.
Do Figure 1 p. 197 and summarize
Activity: show magnet and paper clips. Show magnetite and paper clips. Pass around.
How do Magnetic Poles Interact?
Any magnet, no matter what its shape, has two ends. Each end is called a magnetic pole. The magnetic effect of a magnet is strongest at the poles. The pole of a magnet that points north is labeled the north pole. The other pole is labeled the south pole. A magnet always has a north pole and a south pole. What happens if you bring two magnets together depends on how you hold the poles of the magnets. Magnetic poles that are unlike attract each other, and magnetic poles that are alike repel each other. The attraction or repulsion between magnetic poles is magnetic force.
Homework: Vocab Quiz Friday, Test Corrections due tomorrow (Wed.)
8th Grade Chapter 6 Electricity Study Guide:
Compare static discharge vs. static electricity:
Define the 4 methods by which charges can redistribute themselves to build up static electricity:
Define: Voltage, Electricity, and Electric Current
How do you find Kilowatt-hours?
What is the formula for Ohm’s Law (include SI units):
What are fuses and how do they work:
What is grounding and how does it work:
List the four basic components of an electric circuit:
What is electrical resistance?
What are the 4 factors that affect electrical resistance and how do they affect it?
What are conductors?
How are they defined?
What makes an object a conductor?
Give examples of conductors:
What are insulators?
How are they defined?
What makes an object an insulator?
Give examples of insulators:
What is the formula for Power (include SI units):
What are the SI units for voltage, power, current, resistance?
How do like electric charges behave?
How do unlike electric charges behave?
What is an electric field?
How is the strength of an elective field affected by distance?
What is the Law of Conservation of Charge?
How is an electric current produced?
What is a battery?
What is a parallel circuit?
How does it work?
What if a bulb burns out?
How does the resistance of a parallel circuit change?
How does this affect the bulbs as other bulbs are added/removed?
What is a series circuit?
How does it work?
What if a bulb burns out?
How does the resistance of a series circuit change?
How does this affect the bulbs as other bulbs are added/removed?
What are the 4 factors that affect the resistance of an object? How do they increase or lower the resistance?
2/6/15
How Can Electric Shocks Be Prevented?
A short circuit is a connection that allows current to take the path of least resistance. Touching a frayed wire causes a short circuit, since current can flow through the person rather than through the wire. Electric shocks can be prevented with devices that redirect current or break circuits. Ground wires connect the circuits in a building directly to Earth, giving charges an alternate path in the event of a short circuit. The third prong on electric plugs connects the metal parts of appliances to the building’s ground wire. Any circuit connected to Earth in this way is grounded.
Overheated circuits can result in fires, so circuits in homes contain devices that prevent circuits from overheating. Fuses are devices that melt if they get too hot. This breaks the circuit. Circuit breakers are switches that will bend away from circuits as they heat up. Unlike fuses, circuit breakers can be reset.
Homework: Worksheet on Electric Power and Safety, do Study Guide in Textbook p. 186-189. Vocab Quiz Monday (see words at bottom of 2/4/15)
2/4/15
TEST SCHEDULED FOR 2/11/15
Notes:
In a parallel circuit, different parts of the circuit are on separate branches. There are several paths for the current to take. So, if a light burns out in a parallel circuit, charges can still move through the other branches. The other bulbs remain lit.
When you add a branch to a parallel circuit, the overall resistance decreases. Remember that for a given voltage, if resistance decreases current increases. The additional current travels along each new branch without affecting the original branches. So as you add branches to a parallel circuit, the brightness of the light bulbs does not change.
How Do You Calculate Electric Power and Safety?
The rate at which energy is transformed from one form to another is known as power. The unit of power is a watt (W). Power is calculated by multiplying voltage by current…Power = voltage x current
The units are watts (W)=volts (V) x amperes (A).
An electric bill charges for the month’s energy use, not power. Power tells you how much energy an appliance uses in a certain period of time. The total amount of energy used is equal to the power of the appliance multiplied by the amount of time the appliance is used. Energy = power x time
Electric power is usually measured in thousands of watts, or kilowatts (kW) to go from watts to kilowatts, you divide by 1,000. Time is measured in hours. A common unit of electrical energy is the kilowatt-hour (kWh)
Kilowatt-hours = Kilowatts x Hours
Vocabulary: power, short circuit, third prong, grounded, fuse, circuit breaker
Please Note: Vocabulary Quiz for THESE words is on Monday, 2/9/15
Vocab Quiz Friday on these words below:
Vocab: electric force, electric field, static electricity, conservation of charge, friction, conduction, induction, polarization, static discharge
8th Grade Final Study Guide: Complete on separate sheets of paper by May 15 for 5 extra points on the Final Exam.
Forces and Energy Book Chapter 1 Lesson 1:
1. How do you determine motion using a reference point?
2. What is relative motion?
Chapter 1 Lesson 2: *Be familiar with graphing motion
1. How do you calculate speed?
2. How do you describe velocity?
Chapter 1 Lesson 3: *Be familiar with finding acceleration using a graph
1. What is acceleration and how do you calculate it?
Chapter 2 Lesson 1:
1. How do forces affect motion? (review figure 2 p. 34)
Chapter 2 Lesson 2:
1.Define friction. What are the four types of friction?
2. What are the factors that affect gravity?
Chapter 2 Lesson 3:
1. What is Newton’s First Law of Motion?
2. Define inertia.
3. What is Newton’s Second Law of Motion? (F=MxA)
4. What is the definition of a newton (N)?
5. What is Newton’s Third Law of Motion?
Chapter 2 Lesson 4:
1. What is momentum?
2. How is it determined?
3. What is the law of conservation of momentum?
Chapter 2 Lesson 5:
1. What is free fall?
2. What is centripetal force and what does it cause?
Chapter 4 Lesson 1:
1. What is power?
2. What does a joule measure?
3. Define and know the difference between kinetic and potential energy.
Chapter 4 Lesson 2:
1. How do you find the mechanical energy of an object?
2. Define the different forms of energy: electrical energy, kinetic energy, mechanical energy, gravitational potential energy, thermal energy, electromagnetic energy, chemical energy.
Chapter 4 Lesson 3:
1. How does potential energy transform into kinetic energy? How does this work specifically in a pendulum?
2. What is the law of conservation of energy?
Chapter 5 Lesson 1:
1. What does temperature measure?
2. What is heat?
3. What is absolute zero?
Chapter 5 Lesson 2:
1. What is the difference among the heat transfer methods of conduction, convection, and radiation?
Chapter 5 Lesson 3:
1.What is an insulator?
2. What is a conductor?
3. What is specific heat?
Chapter 6 Lesson 1:
1. How do electric charges interact?
2. What is an electric field and where is it the strongest?
3. What is lightening?
Chapter 6 Lesson 2:
1. Define voltage:
2. What is resistance?
Chapter 6 Lesson 3:
1. What is the difference between a series and parallel circuit?
Chapter 6 Lesson 4:
1. What is a short circuit and how can they be prevented?
Chapter 7 Lesson 1:
1. What are the properties of magnets and how do they interact?
Chapter 7 Lesson 2
1.What is a magnetic field and how does it work?
2. What is Earth’s magnetic field like and where are the magnetic poles located?
Chapter 7 Lesson 3:
1. What does an electric current produce?
2.How can the magnetic field produced by a current be changed?
3. What is an electromagnet?
Chapter 7 Lesson 4:
1. What happens when a wire with a current is placed in a magnetic field?
2. How does a galvanometer work?
3. How does an electric motor work?
Chapter 7 Lesson 5:
1. What is electromagnetic induction?
2. How does a generator work?
3. What does a transformer do?
4. What is the difference between a step-up and step-down transformer?
Introduction to Chemistry Book: Chapter 3 Lesson 1
1. What is an atom?
2. What is the modern model of the atom and what is it based on?
3. What is the atomic number of an atom?
4. Be familiar with protons, neutrons and electrons, their charges and locations.
5. How would you find the number of electrons of an atom?
Chapter 3 Lesson 2:
1. What is Mendeleev’s contribution to the periodic table?
2. How are the periods and groups of the periodic table determined?
3. What are the characteristics of metals?
5/15/15
Homework: Balancing Chemical Equations worksheet
Study Guide for Test Tuesday:
What is the difference between chemical changes and physical changes?
How can you identify a chemical reaction? (3 ways)
Endothermic vs. Exothermic reactions.
What is the law of conservation of mass?
How to balance a chemical equation.
5/14/15
Read p. 178-181 and answer Describing Chemical Equations worksheet
5/13/15
Read p. 170-177 and answer all questions
5/11/15
Read p. 162-169 and Do Observing Chemical Change Worksheet
4/27/15
Look at Figure 1, What are the molecules that make it up? How does the # of phosphorous contain to number of H? (fewer phosphorous--Make up is 1 to 4)Do Apply It! p. 98 and Assess Ask: In what state are most nonmetals found at room temp? (Most are gases, some are solids, only 1 is a liquid)
There are nonmetals in Group 1 and in Groups 14-18.The families containing nonmetals include the carbon family, the nitrogen family, the oxygen family, the halogen family, the noble gases and hydrogen.
Fill out chart p. 99
In Group 14, only carbon is a nonmetal. Most of the fuels burned to yield energy contain carbon.
Do Figure 2 p. 99
The nitrogen family contains two nonmetals—nitrogen and phosphorous. In nature, nitrogen is found as a diatomic molecule, or a molecule consisting of two of the same atoms bonded together.
The oxygen family contains three nonmetals—oxygen, sulfur, and selenium.
The halogens are the Group 17 nonmetals fluorine, chlorine, bromine, and iodine. All of the halogens are very reactive; fluorine is the most reactive of all the elements.
The noble gases are the elements in Group 18. They are usually nonreactive.
The chemical properties of H are very different from those of the other elements, so it cannot be grouped in any family. It is a gas at room temp and gives up an electron to combine with other atoms.
Do Figure 7 p. 102.
Elements that have some properties of metals and some of nonmetals are called metalloids. All metalloids are solid at room temp. and are brittle, hard, and somewhat nonreactive. Metalloids such as silicon, germanium, and arsenic are used to make semiconductors, which are substances that can conduct electric current under some conditions but not under others.
Do apply it p.103
Do Alien periodic table p. 104.
Homework:
A. Look up and list the contents of fertilizers for flowers/vegetables and compare them to the fertilizers found in citrus trees.
B. Flourine in the form of fluoride is added to the drinking water in our community.
1. What does fluoride protect against and what issues surround the addition of flouride to the public supply of water.
C.Iodine is important to human health.
1. What do iodine deficiencies cause:
2. What is iodized salt?
Test Friday on periodic table.
4/24/15
Lesson 3.4 Nonmetals and Metalloids
Vocab: nonmetal, diatomic molecule, halogen, noble gas, metalloid, semiconductor
Read My Planet Diary p. 96
A nonmetal is an element that lacks most of the properties of a metal. With the exception of H, nonmetals are found on the right side of the periodic table. Nonmetals have a wide variety of properties with several in common with metals. Most nonmetals are poor conductors of electric current and heat. Sold nonmetals tend to be dull and brittle. They usually have lower densities than metals. In terms of chemical properties, atoms of nonmetals usually gain or share electrons when thy react with other atoms.
4/20/15
Lesson 3
Vocab: metal, luster, malleable, ductile, thermal conductivity, electrical conductivity, reactivity, corrosion, alkali metal, alkaline earth metal, transition metal
Read My Planet Diary p. 88
Metal comes from the Greek word “metallon” meaning mine or quarry. The majority of the elements in the periodic table are metals, elements that are good conductors of electric current and heat. The metals begin on the left side of the table and extend most of the way across. The physical properties of metals include luster, malleability, ductility, and conductivity.
Do Figure 1 p. 89
A material that has a high luster is shiny and reflective. A malleable material can be hammered or rolled into flat sheets. A ductile material can be drawn into long wires. Thermal conductivity is the ability of an object to transfer heat. The ability of an object to carry electric current is electrical conductivity. All of these are physical properties.
Do Figure 2 p. 90
The ease and speed with which an element reacts with other substances is called its reactivity. Metals usually react by losing electrons. The deterioration of a metal due to a chemical reaction in the environment is called corrosion. Reactivity and corrosion are chemical properties.
Do Apply it! p. 91
In the periodic table metals are classified as alkali metals, alkaline earth metals, transition metals, metals in mixed groups, lanthanides and actinides. The metals in Group 1 are the alkali metals. They are the most reactive metals in the periodic table. They are never found uncombined in nature b/c they are so reactive. They have low densities and low melting points. Group 2 metals are the alkaline earth metals. They are harder, denser, and melt at higher temperatures than the alkali metals. They are also highly reactive, but not as much so as the alkali metals.
Do Activity p. 92
Do Do the Math p. 93
The transition metals are the metals in Groups 3 through 12. Most of these metals are hard and shiny solids with high melting points and high densities. They are less reactive than the Groups 1 and 2 metals. Some of the elements in Groups 13 through 16 are metals. The two rows of elements placed below the main part of the periodic table are the lanthanide and actinide metals.
Read the paragraph “Metals in Mixed Groups” p. 94 What were the former uses for lead? Why is it no longer used for these purposes?
Transuranium elements are those that follow uranium and are sometimes called synthetic elements.
Read about Transuranium Elements p. 95 and Do Assess p. 95
Homework: Metals Worksheet
4/17/15
Do Figure 4 and Assess p. 85
An element’s properties can be predicted from its location in the periodic table. The periodic table is made up of rows called periods and columns called groups or families. There are seven periods and 18 groups. The properties of an element can be predicted from its location in the periodic table. Metals are shown on the left of the table, and nonmetals are shown on the right. Metalloids are located between the metals and nonmetals. This pattern is repeated in each period and accounts for the fact that elements in the same group have similar characteristics.
CHECK OUT THIS COOL VIDEO: Finding the speed of light with Peeps: https://youtu.be/HwREvdUWSKE
4/13/15
The periodic table contains info for each of the known elements. The periodic table includes the atomic number, chemical symbol, name, and atomic mass for each element. A chemical symbol is an abbreviation of an element’s name. It contains either one or two letters. Atomic mass is an average of all the isotopes of a given element. Let's say an atom is missing a neutron or has an extra neutron. That type of atom is called an isotope.
Do Apply It! p.83
Classwork: Look up the closest you can to your name on the Periodic Table. Research the origin of the name of the chemical symbol (Latin or Greek, person who discovered it, etc.)
Do Figure 4 and Assess p. 85
An element’s properties can be predicted from its location in the periodic table. The periodic table is made up of rows called periods and columns called groups or families. There are seven periods and 18 groups.
4/10/15
Vocab: atomic mass, periodic table, chemical symbol, period, group, element
Read My Planet Diary p. 80
Dmitri Mendeleev studied the properties of the 63 known elements in an attempt to organize them. He used an element’s melting point, density, color, and atomic mass. Atomic mass is the average mass of all of the isotopes of that element. Mendeleev noticed that a pattern of properties appeared when he arranged the elements in order of increasing atomic mass. He found that the properties of the elements repeated.
Do Figure 1 p. 81 Which three elements are shown? How are they similar? (react with water) Is the reaction the same in all three of theses cases? (no) What pattern do you see in the reactions? (reaction becomes more violent as atomic mass increases) Groups of elements have similar properties, but the extent to which these properties occur tend to show an increasing or decreasing pattern within the group.
Mendeleev called his arrangement of the elements a periodic table because of the repetition of properties. Mendeleev left blank spaces in his table and predicted that these spaces would be filled by elements that had not yet been discovered. He even predicted the properties of those elements. The modern periodic table is arranged according to increasing atomic number.
Homework: Research the efforts of Johann Dobereiner and John Newlands on organizing the elements according to properties. What were the efforts and contributions of each scientist? Site source.
4/8/15
Do Figure 7
Do compare/contrast p. 77
Activity: So, if an atom has 11 protons, how many electrons does it have? (11) What is the atom’s charge? (0) Draw this.
Almost all of the mass of an atom is concentrated in the nucleus. The number of protons, which equals the number of electrons, is called the atomic number. The definition of an element is based on its atomic number.
Do Figure 8 p. 78 .
Atoms of an element that have the same number of protons but a different number of neutrons are called isotopes. An isotope is identified by its mass number, which is the sum of the protons and neutrons in the atom.
Do Figure 9 p. 79
Homework: Introduction to Atoms Worksheet
4/7/15
We watched a Bill Nye episode on atoms and molecules and did labs defining characteristics of atoms.
Homework: Vocab Quiz Friday
325/15
Notes: 8th Grade Chemistry Chapter 3
Vocab: atom, electron, nucleus, proton, energy level, neutron, atomic number, isotope, mass number
Read My Planet Diary p. 72
The idea of the atom dates back to around 430BC. Today the atom is defined as the smallest particle that can still be considered an element. (comes from atomos—“uncuttable”) Atomic theory grew as a series of models that developed from experimental evidence. As more evidence was collected, the theory and models were revised.
John Dalton described the atom as the indivisible particle that makes up an element. He identified other characteristics of atoms, all of which remain part of the modern model.
Read Dalton’s Atomic Theory and answer Figure 1 p. 73
However, J.J. Thomson’s discovery of negatively charged particles called electrons disproved Dalton’s indivisible-atom idea. Thomson proposed a model in which electrons were scattered throughout a ball of positive charge.
Ernest Rutherford’s experiments led him to propose the existence of a nucleus, a small, positively charged region of an atom containing positively charged particles he called protons.
Read about Rutherford’s model p. 74 and 75 do Figure 3 p. 74 and Apply it! P. 75
Niels Bohr revised this model to propose that electrons were found only in specific orbits around the nucleus.
Look at Figure 5. Why do they show a cut piece of wood? (set orbits)
The cloud model proposes that an electron’s movement is related to its energy level, and electrons move rapidly within a cloudlike region around the nucleus.
Activity: Using crayons and a half sheet of paper, draw 5 figures of the different developing models of the atoms, but do not put their names on it. Switch with a partner and have them identify the modes. Check to see if they are correct.
Do Apply it! P. 76
With the discovery of the neutrally charged neutron, the modern model of the atom emerged. At the center of the atom is a tiny, dense nucleus containing protons and neutrons. Surrounding the nucleus is a cloudlike region of moving electrons. Protons have a charge of +1 and a mass of 1 amu. Neutrons, N, have no charge and a mass of 1 amu. Electrons have a negative charge and a mass of 1/2000 amu.
3/20/15
Test Day
3/17/15(NJHS Field Trip Day)
8th Grade Science Classwork 3/17/15
1. Warm Up: In your notebook answer the following question: Power=voltage x current. In a high voltage line, the current is not as high as in a low-voltage line, the power of each, then is the same. When the voltage is decreased in a step-down transformer, is energy destroyed in the process? Why or why not?
2. Use your iPad to trace the path of energy using this website: http://www.hydroquebec.com/learning/transport/parcours.html
Read it, play around with the activities, and do the “Put together a Power System!” Game under Find Out More! (Which happens to be this link: http://www.hydroquebec.com/games/network/flash.html)
OR
Write a story that illustrates the path of electric current from a generating station to your home.
3. Research online: MRI Machines. In your notebook answer the following questions:
a. How do they work?
b. Why are MRIs considered safer than other methods?
c. How do the MRI images show pictures of tissue?
d. What are safety concerns in an MRI? What could happen if metal were brought in to the MRI? What about people who wear braces?
4. Research online: Telegraph machines. In your notebook answer the following questions:
a. When were telegraph machines invented?
b. How do they work?
c. Diagram one and label it.
d. Why were they important?
e. Write out your name in Morse code.
5. Use the rest of your time to work on your Study Guide in your Textbook pp.226-229.
*1st Period Class: please make sure you have the following note in your Science Notebook:
A transformer is a device that increases or decreases voltage. A transformer consists of two separate coils of insulated wire wrapped around an iron coil. The primary coil is connected to a circuit with a voltage source and alternating current. The secondary coil is connected to a separate circuit that does not contain a voltage source. The changing current in the primary coil produces a changing magnetic field. This changing magnetic field creates a current in the secondary coil. Step-up transformers are used to help transmit electricity from generating plants. Step-down transformers decrease the voltage.
3/16/18
A transformer is a device that increases or decreases voltage. A transformer consists of two separate coils of insulated wire wrapped around an iron coil. The primary coil is connected to a circuit with a voltage source and alternating current. The secondary coil is connected to a separate circuit that does not contain a voltage source. The changing current in the primary coil produces a changing magnetic field. This changing magnetic field creates a current in the secondary coil. Step-up transformers are used to help transmit electricity from generating plants. Step-down transformers decrease the voltage.
Homework: Energy From Magnetism Worksheet. Vocab quiz Wednesday
8th Grade Chapter 7 Study Guide Test 3/20/15
Be familiar with magnets, magnetic poles, and field lines.
Compare/contrast a galvanometer to an electric motor.
Memorize parts of electric motor and know how it works p. 216
What is the difference between a direct vs. induced vs. alternating current?
Define magnetic declination.
How does current from a generating plant transmitted to your home?
What do step up and step down transformers do?
What is an electromagnet, how does it work, and what is it used for?
What is a solenoid, how does it work, and what is it used for?
What is the difference between a DC and an AC generator?
Be familiar with how a galvanometer works and the diagrams on p. 214
Be familiar with the energy transformation when a wire with a current is placed in a magnetic field and the diagrams on p. 213.
How is electromagnetic induction used in a transformer?
3/13/15
Read p. 220 “Induction of electric current” and Do Figure 1 p. 220
A current with charges that flow in one direction is called direct current (DC). A battery produces direct current when it is placed in a circuit and charges flow in one direction., If a wire in a magnetic field changes direction repeatedly, the induced current also keeps changing direction. A constantly reversing current is called an alternating current (AC).
Do Figure 2 p. 221
An electric generator is a device that transforms mechanical energy into electrical energy. A generator uses motion in a magnetic field to produce current. When a crank is turned, an armature rotates in a magnetic field. As the armature rotates, one side of it moves up as the other moves down. This motion induces a current in the armature. Slip rings rotate with the armature. The turning slip rings transfer current to the brushes. When the brushes are connected to a circuit, the generator can be used as an energy source.
Do Figure 3 p. 222
Vocabulary: electromagnetic induction, direct current, alternating current, generator, transformer Quiz Wednesday
3/10/15
Lesson 5: Electricity from Magnetism
Vocab: electromagnetic induction, direct current, alternating current, generator, transformer
Read My Planet Diary p. 218
A magnet can make, or induce, current in a conductor, such as a wire, as long as there is motion. An electric current is induced in a conductor when the conductor move through a magnetic field. Generating electric current from the motion of a conductor through a magnetic field is called electromagnetic induction. Current that is generated in this way is called induced current.
Read p. 220 “Induction of electric current” and Do Figure 1 p. 220
3/9/15
Do Figure 2 p. 214
Do Do The math p. 215
An electric motor is a device that uses an electric current to turn an axle. An electric motor transforms electrical energy into mechanical energy. All motors contain certain parts: permanent magnets, an armature, a commutator, and brushes. Electric motors require an energy source.
Do Figure 3 p. 216
Say: in a motor, the current reverses after each ½ turn of the armature. What would happen if the current didn’t reverse but kept flowing in the same direction? (armature would stop spinning, b/c the interaction of the armature and the magnets only causes a ½ turn) How does reversing the current solve this problem? (reversing of the current causes the side that moved down on the right to move back up on the left and the side that moved up on the right to move down on the left resulting in a continuous spinning motion.)
Do Figure 4 p. 217
Homework: Electric Motors (3 pages)
3/4/15
We checked our electromagnets worksheet, took a vocab. quiz and took notes:
A galvanometer is a device that measures small currents. An electric current is used to turn the pointer of a galvanometer. The pointer shows the amount of current present in the wire. Inside a galvanometer, an electromagnet is suspended btwn. Opposite poles of two permanent magnets. Current in the electromagnet’s coil produces a magnetic field. This field interacts with the permanent magnet’s field, causing the coil to rotate. The distance the wire coils and pointer rotate depends on the amt. of current in the wire.
Do Figure 2 p. 214
Homework: In your Notebook, research a string galvanometer. How does it work, why is it important in the history of cardiovascular medicine?
3/3/15
Lab: We made an Oerstad's apparatus and an electromagnet.
Vocab: galvanometer, electric motor, commutator, brushes, armature, permanent magnets
Read My Planet Diary p. 212
Energy is the ability to move an object over a distance. Electrical energy is the energy associated with electric currents. Mechanical energy is the energy an object has due to its movement or position. When a wire with a current is placed in a magnetic field, electrical energy is transformed into mechanical energy. This transformation happens when the magnetic field produced by the current causes the wire to move. The direction of the movement is affected by the direction of the current.
Do Figure 1 p. 213
Vocabulary Quiz Next Wednesday
3/2/15
Do Figure 2 p. 209
Both solenoids and electromagnets use electric current and coiled wires to produce strong magnetic fields. A coil of wire with a current is called a solenoid. The two ends of a solenoid act like a magnet’s poles. However, the north and south poles change with the current direction.
If you place ferromagnetic material inside a solenoid, the strength of the magnetic field increases. The material becomes a magnet. A solenoid with ferromagnetic core is called an electromagnet. Both the current in the wire and the magnetized core produce the magnetic field of an electromagnet. This makes the electromagnet’s magnetic field stronger than that of a solenoid. An electromagnet is a strong magnet that can be turned on and off. You can increase the strength of an electromagnet four ways:
1. Increase current in solenoid
2. Add more loops of wire to solenoid
3. Wind the coils of the solenoid more closely together
4. Use a material that is more magnetic than iron, such as alnico, for the core
Do Figure 3 p. 210
Do Apply it! and Assess p. 211
Activity: Draw a labeled diagram of an electromagnet and explain how it works. List 4 everyday items that use electromagnets.
Homework: Electromagnet Worksheet, Vocab quiz Wednesday
2/27/15
Notes: The magnetic field produced by a current has a strength and a direction. The field can be turned on or off, have its direction reversed, or have its strength changed. To turn a magnetic field produced by a current on or off, turn the current on or off. To change the direction of the magnetic field, reverse the direction of the current. There are two ways to change the strength of a magnetic field: increase the amount of current in the wire, or make a loop in the wire. The magnetic field around the wire forms a circle. The magnetic field lines bunch closer inside the loop and the magnetic field gets stronger. Every additional loop strengthens the magnetic field.
Do Figure 2 p. 209
Both solenoids and electromagnets use electric current and coiled wires to produce strong magnetic fields. A coil of wire with a current is called a solenoid. The two ends of a solenoid act like a magnet’s poles. However, the north and south poles change with the current direction.
Vocab quiz moved to Monday. (magnetic field, magnetic field lines, compass, magnetic declination, bar magnet, geographic poles, magnetic poles)
2/25/15
Activity: visit the National Geophysical Data Center online to calculate the magnetic declination from our location
Do Do the Math p. 205
Lesson 3: Electromagnetic Force
Read My Planet Diary p. 206
In the early 1800’s, Danish scientist Oersted’s experiments showed that wherever there is electricity, there is magnetism, in other words, that the 2 were related.
Do Relate Cause and Effect p. 207
An electric current produces a magnetic field. This relationship btwn. electricity and magnetism is electromagnetism.
Vocab Quiz Friday (see 2/23/15 for words)
2/24/15
Lab: Riverkeepers and 3 Geocaches as we are learning about magnetism and compasses. (We found 3)
2/23/15
Vocabulary: magnetic field, magnetic field lines, compass, magnetic declination, bar magnet, geographic poles, magnetic poles
Notes: A compass is a device that has a magnet on a needle that spins freely. It is used for navigation b/c its needle usually points N. The poles of a magnetized compass needle align themselves with Earth’s magnetic field. Just like a bar magnet, Earth has a magnetic field around it and two magnetic poles.
Activity: Check if metal filing cabinet is magnetized. How did it get magnetized?)
Earth’s core is a large sphere of metal that occupies Earth’s center. The core is divided into an outer core, made of hot swirling liquid iron, and an inner core. The motion of the iron in the outer core creates Earth’s magnetic field.
Do Main Idea p. 204 and Figure 3 p. 204
In addition to geographic poles, Earth has magnetic poles that are located on Earth’s surface where the magnetic force is strongest. The magnetic poles are not in the same place as the geographic poles. The angle btwn. geographic north and the north to which a compass needle points is known as the magnetic declination. The magnetic declination of a location changes b/c Earth’s magnetic poles do not stay in one place as the geographic poles do.
Homework: Magnetic Fields Worksheet
Vocab Quiz Friday
2/20/15
We checked our Magnetism Worksheet and took a vocab quiz.
Notes:
When the magnetic fields of two or more magnets overlap, the result is a combined field. The fields from two like poles repel each other. So the fields from two unlike poles attract each other, forming a strong field between the magnets.
2/18/15
Read and answer My Planet Diary p. 200
Magnetic force is exerted all around a magnet, not just at its poles. The area of magnetic force around a magnet is known as its magnetic field. Because of magnetic fields, magnets can interact without even touching.
Magnetic field lines are lines that map out the invisible magnetic field around a magnet. Magnetic field lines spread out from one pole, curve around the magnet, and return to the other pole. The lines form complete loops from pole to pole and never cross. The magnetic field lines always leave the north pole and enter the south pole. The closer the lines are, the stronger the field. Magnetic field lines are closest at the poles.
Do Figure 1 p. 201
Homework: Magnetism Worksheet
2/17/15
Notes:
Vocab: magnet, magnetism, magnetic pole, magnetic force, magnetite
Read My Planet Diary p. 196
A magnet is any material that attracts iron and materials that contain iron. The attraction or repulsion of magnetic materials is called magnetism. Magnets have the same properties as magnetite rocks. Magnets attract iron and materials that contain iron. Magnets attract or repel other magnets. In addition, one end of a magnet will always point north when allowed to swing freely.
Do Figure 1 p. 197 and summarize
Activity: show magnet and paper clips. Show magnetite and paper clips. Pass around.
How do Magnetic Poles Interact?
Any magnet, no matter what its shape, has two ends. Each end is called a magnetic pole. The magnetic effect of a magnet is strongest at the poles. The pole of a magnet that points north is labeled the north pole. The other pole is labeled the south pole. A magnet always has a north pole and a south pole. What happens if you bring two magnets together depends on how you hold the poles of the magnets. Magnetic poles that are unlike attract each other, and magnetic poles that are alike repel each other. The attraction or repulsion between magnetic poles is magnetic force.
Homework: Vocab Quiz Friday, Test Corrections due tomorrow (Wed.)
8th Grade Chapter 6 Electricity Study Guide:
Compare static discharge vs. static electricity:
Define the 4 methods by which charges can redistribute themselves to build up static electricity:
Define: Voltage, Electricity, and Electric Current
How do you find Kilowatt-hours?
What is the formula for Ohm’s Law (include SI units):
What are fuses and how do they work:
What is grounding and how does it work:
List the four basic components of an electric circuit:
What is electrical resistance?
What are the 4 factors that affect electrical resistance and how do they affect it?
What are conductors?
How are they defined?
What makes an object a conductor?
Give examples of conductors:
What are insulators?
How are they defined?
What makes an object an insulator?
Give examples of insulators:
What is the formula for Power (include SI units):
What are the SI units for voltage, power, current, resistance?
How do like electric charges behave?
How do unlike electric charges behave?
What is an electric field?
How is the strength of an elective field affected by distance?
What is the Law of Conservation of Charge?
How is an electric current produced?
What is a battery?
What is a parallel circuit?
How does it work?
What if a bulb burns out?
How does the resistance of a parallel circuit change?
How does this affect the bulbs as other bulbs are added/removed?
What is a series circuit?
How does it work?
What if a bulb burns out?
How does the resistance of a series circuit change?
How does this affect the bulbs as other bulbs are added/removed?
What are the 4 factors that affect the resistance of an object? How do they increase or lower the resistance?
2/6/15
How Can Electric Shocks Be Prevented?
A short circuit is a connection that allows current to take the path of least resistance. Touching a frayed wire causes a short circuit, since current can flow through the person rather than through the wire. Electric shocks can be prevented with devices that redirect current or break circuits. Ground wires connect the circuits in a building directly to Earth, giving charges an alternate path in the event of a short circuit. The third prong on electric plugs connects the metal parts of appliances to the building’s ground wire. Any circuit connected to Earth in this way is grounded.
Overheated circuits can result in fires, so circuits in homes contain devices that prevent circuits from overheating. Fuses are devices that melt if they get too hot. This breaks the circuit. Circuit breakers are switches that will bend away from circuits as they heat up. Unlike fuses, circuit breakers can be reset.
Homework: Worksheet on Electric Power and Safety, do Study Guide in Textbook p. 186-189. Vocab Quiz Monday (see words at bottom of 2/4/15)
2/4/15
TEST SCHEDULED FOR 2/11/15
Notes:
In a parallel circuit, different parts of the circuit are on separate branches. There are several paths for the current to take. So, if a light burns out in a parallel circuit, charges can still move through the other branches. The other bulbs remain lit.
When you add a branch to a parallel circuit, the overall resistance decreases. Remember that for a given voltage, if resistance decreases current increases. The additional current travels along each new branch without affecting the original branches. So as you add branches to a parallel circuit, the brightness of the light bulbs does not change.
How Do You Calculate Electric Power and Safety?
The rate at which energy is transformed from one form to another is known as power. The unit of power is a watt (W). Power is calculated by multiplying voltage by current…Power = voltage x current
The units are watts (W)=volts (V) x amperes (A).
An electric bill charges for the month’s energy use, not power. Power tells you how much energy an appliance uses in a certain period of time. The total amount of energy used is equal to the power of the appliance multiplied by the amount of time the appliance is used. Energy = power x time
Electric power is usually measured in thousands of watts, or kilowatts (kW) to go from watts to kilowatts, you divide by 1,000. Time is measured in hours. A common unit of electrical energy is the kilowatt-hour (kWh)
Kilowatt-hours = Kilowatts x Hours
Vocabulary: power, short circuit, third prong, grounded, fuse, circuit breaker
Please Note: Vocabulary Quiz for THESE words is on Monday, 2/9/15
Vocab Quiz Friday on these words below:
Vocab: electric force, electric field, static electricity, conservation of charge, friction, conduction, induction, polarization, static discharge
2/3/15
Lab: We created and experimented with series and parallel circuits. 2/2/15
Notes: In the 1800s, Georg Ohm found that the current, voltage, and resistance in a circuit are always related in the same way. Ohm concluded that conductors and most other devices have a constant resistance regardless of the applied voltage. Although changing the voltage in a circuit changes the current, it does not change the resistance. Ohm created a law that describes how voltage, current, and resistance are related. Ohm’s law says that resistance in a circuit is equal to voltage divided by current. Resistance = voltage/current. The units are ohms=volts (V)/amps (A) You can rearrange Ohm’s law to solve for voltage when you know current and resistance: Voltage = current x resistance. What Is Circuit Made Of? Everything that uses electricity contains a circuit. All electric circuits have the same basic features: devices that are run by electrical energy, sources of electrical energy, and conducting wires. If all the parts of an electric circuit are connected, one after another along one path, the circuit is called a series circuit. A series circuit has only one path for the current to take. So, if a light bulb burns out in a series circuit, the other lights go out as well. Another disadvantage of a series circuit is that the light bulbs in the circuit become dimmer as more bulbs are added. 1/30/15 We read and answered the questions in our text p. 147-181. We read an article on Electric Eels and answered the questions on it for homework. 1/28/15 We reviewed our Electric Circuits worksheet and watched a Brainpop on Electricity. 1/27/15 Lab: Riverkeeper 1/26/15 What Affects Current Flow? Current flow is affected by the energy of the charges and the properties of the objects that the charges flow through. The V on a battery stands for volts, which is the unit of voltage. Voltage is the difference in electric potential energy per charge (electric potential) between two points in a circuit. This energy difference causes charges to flow. The amount of current in a circuit depends not only on voltage but also on resistance. Resistance is the measure of how difficult it is for charges to flow through an object. The greater the resistance, the less current there is for a given voltage. The unit of measurement of resistance is the ohm (omega). The four factors that determine the resistance of an object are diameter, length, material, and temperature. If more than one path for current is available, the current will flow through the path that has the least resistance. Homework: Worksheet 1/23/15 How Do Conductors Differ From Insulators? A conductor is material through which charge can flow easily. Metals are good conductors. That is why current-carrying wires are usually made of metal. Wires are surrounded by insulators, materials like rubber that do not allow charges to flow. The difference between conductors and insulators comes from how strongly electrons are attached to atoms. The atoms in conductors have loosely bound electrons that can move freely. Electrons in insulators cannot move freely among atoms. 1/21/15 Notes: How is Electric Current Made? When electric charges are made to flow through a material, they produce an electric current. Electric current is the continuous flow of electric charges through a material. The amount of charge that passes through a wire in a given period of time is the rate of electric current. The unit for the rate of electric current is the ampere (amp or A). In order to maintain an electric current, charges must be able to flow continuously in a loop. A complete, unbroken path that charges can flow through is called an electric circuit. All devices, from toasters to televisions, contain electric circuits. Vocab Quiz Friday: Vocab: electric force, electric field, static electricity, conservation of charge, friction, conduction, induction, polarization, static discharge Homework: Read p. 169-173 |
1/20/15
Lab We did a static electricity experiment using a pie plate, a styrofoam plate, and our fingers. We watched Bill Nye on electricity:http://youtu.be/EPTrYsuE9sA Homework: Make sure you've completed the static electricity worksheet and dryer question below: |
1/14/15
Read text p. 162-165. Complete Electric Charge and Static Electricity Worksheet.
Homework: Why do sheets of fabric softener placed inside a clothing dryer reduces static “cling”. Draw and label a diagram that shows the charges involved.
1/13/15
Lab: Static Electricity
Notes: Charges are neither created nor destroyed. This is a rule known as the law of conservation of charge. An object can’t become charged by destroying or creating its own electrons. If one object loses electrons, another object must pick them up. There are four methods by which charges can redistribute themselves to build up static electricity: by friction, by conduction, by induction, and by polarization.
1/12/15
Notes:
How Does Charge Build Up?
The buildup of charges on an object is called static electricity. In static electricity, charges build up on an object, but they do not flow continuously.
1/9/15
Chapter 6.1: How Do Charges Interact?
Atoms contain charged particles called electrons and protons. The charge on a proton is positive (+). The charge on an electron is negative (-). If two electrons or two protons come close together, they push each other apart. If a proton and an electron come close together, they attract one another because they have opposite electric charges. Charges that are the same repel each other. Charges that are different attract each other. The interaction between electric charges is called electricity. The force between charged objects is called electric force.
What are some ways to remember how like and unlike charges interact? (opposites attract)
An electric field is a region around a charged object where the object’s electric force is exerted on other charged objects. Electric fields and forces get weaker the further away they are from a charge.
Homework: Forces Retest on Monday. Tests scores will be averaged together.
1/7/15
We completed our worksheet on Newton's Laws and demonstrated each law to the class in groups.
Worksheet click here: _
1/6/15
We watched Bill Nye Forces and Motion and did a worksheet
http://youtu.be/VSLg90CjD6I
Worksheet Click Here: _
Homework: RETEST ON FORCES MONDAY 1/12/15
1/5/15
Brainpop: Force https://www.brainpop.com/science/motionsforcesandtime/force/
Activity: Define the following terms in your own words:
Acceleration
Velocity
Newtons
Sir Isaac Newton
Gravity
Force
Friction
Choose one more word from movie to define
Then, think of golf and one other sport. Explain how knowing about momentum could help you predict what the best way to play these sports would be.
12/12/14
We talked about why the water in the bucket that we slung around us stayed in the bucket even though both gravity and centripetal force were directed inward. The motion of the water was out from the circle and the inertia kept the water moving away from us as long as the force we created was large enough. This is the same reason that roller coasters stay on track even though they are on loop to loops.
We went over the Study Guide answers in the textbook.
Homework: Study for test Monday
12/10/14
Notes: When the only force acting on an object is gravity, the object is said to be in free fall. In free fall, the force of gravity is an unbalanced force, which causes an object to accelerate.
Satellites, which are objects that orbit around other objects in space, follow a curved path around Earth. Satellites in orbit around Earth continuously fall toward Earth, but because Earth is curved they travel around it. In other words, a satellite is a falling object that keeps missing the ground. It falls around Earth rather than onto it. Once it has entered a stable orbit, a satellite does not need fuel. It continues to move ahead due to its inertia. At the same time, gravity continuously changes the satellites’ direction. Many manufactured satellites orbit Earth in an almost circular path.
Recall that an object traveling in a circle is accelerating b/c it is constantly changing direction. If an object is accelerating, a force must be acting on it. A force that causes an object to move in a circular path is called a centripetal force. Centripetel means “center seeking”. Centripetal forces always point toward the center of the circle an object is moving in.
We watched a video on Free Fall and Gravity: http://youtu.be/_mCC-68LyZM
and modeled the centripetal force outside using a bucket filled with water.
Homework: Study Guide Text p. 60-63
12/9/14
Lab: We investigated the law of conservation of momentum using toy cars, attempted to show that mass is not a factor in free fall, and took a look at centripetal force using a marble and a Mason Jar lid.
TEST 12/15
STUDY GUIDE:
Be familiar with the following terms:
force
net force and how it is determined
unbalanced force, balanced force; between zero net force and nonzero net forces--which one causes motion?
Newton
What happens when 2 forces act on an object. What causes movement? What is that called? What direction will the objects move in?
mass, weight, gravity, and the relationship among them
inertia
friction: rolling, static, sliding, fluid
acceleration = net force/mass
law of universal gravitation
factors that affect gravitational attraction are mass and distance
momentum (mass x velocity) and the law of conservation of momentum
acceleration (change in velocity)
Newton's Laws of Motion (1, 2 and 3)
Do action and reaction forces cancel out--why or why not?
centripetal force
satellites and how they maintain orbits
What is free fall and how is it affected by gravity and air friction?
12/8/14
Read pp. 56-59 in textbook. Answer all questions. Do Free Fall worksheet and finish for homework.
Homework: Finish Free Fall Worksheet
12/5/14
Vocabulary: free fall, satellite, centripetal force, orbit, tangential line, perpendicular line,
12/2/14
Lab
We investigated forces and motion using toy cars and washers, weights and pingpong balls. We discussed the importance of seatbelts, the seatbelt law in Flordia and wrote a persuasive letter to youth in a driver's ed. course on the importance of wearing seatbelts.
12/1/14
Vocabulary: inertia, nonzero net force, Newton's 1st Law of Motion, Newton's 2nd Law of Motion, Newton's 3rd Law of Motion, momentum, law of conservation of momentum
All moving objects have what Newton called “quantity of motion” or momentum. Momentum is a characteristic of a moving object that is related to the mass and velocity of the object. The momentum of a moving object can be determined by multiplying the object’s mass by its velocity.
Do Word Origins p. 53
The unit for momentum is kg times m/s. Like velocity, acceleration and force, momentum is described by both a direction and a strength. The momentum of an object is in the same direction as its velocity.
The more momentum a moving object has, the harder it is to stop. The mass of an object affects the amount of momentum the object has. You can calculate the momentum of a moving object using the following formula: momentum = mass x velocity.
Do Apply it p. 53
Could an object with a large mass have the same momentum as an object with a small mass? (greater velocity) When a car slows down, its velocity decreases and its mass stays the same. How does slowing down affect the car’s momentum? (it decreases) How would you increase the velocity of an object? (apply more force) How does increasing force affect momentum? (it increases momentum)
The law of conservation of momentum states that in the absence of outside forces like friction, the total momentum of objects that interact does not change. A quantity that is conserved is the same after an event as it was before. The total momentum of any group of objects remains the same, or is conserved, unless outside forces act on the objects.
We used marbles to see the effects of momentum transfer.
11/24/14
Newton’s 3rd law of motion states that if one object exerts a force on another, then the second objects exerts a force of equal strength in the opposite direction on the first object. Another way to state this is that for every action there is an equal but opposite reaction. Action and reaction forces do not necessarily cancel out because they may act on different objects.
If you hit a nail with a hammer, exerting a force on the nail, what is the reaction force (force of the nail, causing the motion of the hammer to stop) What are action and reaction forces of people jumping on a trampoline? (action—person jumping, reaction—trampoline pushing up) What about when you walk?
Do Figure 3 p. 48.
Do Figure 4 p. 49 What force that acts on the ball is not labeled in this image? (gravity) Is there a force that cancels out gravity?(no) What would happen to the volleyball if the players were to take their hands away from it? (It would fall to the ground)
p. 50—trace the dotted line showing the bug’s fatal flight toward the windshield. What must happen for the bug to stop moving at a constant velocity? (A force must act on the bug) Which has a greater mass, the car or the bug? (car) How will this difference affect the collision?(The car will be much less affected by the action force than the bug is by the reaction force.) How does this apply to motorcycles or even smaller cars vs SUVs or trucks?
Do What makes a Bug go splat p. 50 & 51 Ask: What happened to the driver when she braked suddenly? (She felt like she was thrown forward) What forces act when a seatbelt stops a driver from moving forward? (driver’s body exerts a force on the seatbelt. This is the action force. The seatbelt exerts a force on the driver that keeps her body from moving forward. This is the reaction force)
Do Assess p. 51
Smarter every day: http://youtu.be/y8mzDvpKzfY
11/19/14
Notes:
If an object is not moving, it will not start moving until a force acts on it. If an object is moving, it will continue at a constant velocity until a force acts to change its speed or direction. Newton’s first law of motion states that an object at rest will remain at rest unless acted upon by a nonzero net force. An object moving at a constant velocity will continue moving at a constant velocity unless acted upon by a nonzero net force. All objects resist changes in motion. Resistance to change in motion is called inertia. The greater the mass of an object, the greater its inertia and the greater the force required to change the motion.
What keeps a ball moving downhill? (gravity and inertia) What force is acting ion the ball, resisting motion? (friction between the ball and the ground)
Do Figure 1 p. 45
Newton’s second law of motion states that an object’s acceleration depends on its mass and on the net force acting on it. This relationship is acceleration = net force/mass
The formula can be rearranged to show how much force must be applied to an object to get it to accelerate at a certain rate. Net force = mass x acceleration
Acceleration is measured in m/s. Mass is measured in kg. Newton’s 2nd law shows that force is measured in kg . m/s/s or kg.m/s2. This unit is also called the N, the SI unit of force.
Do the Math p. 47 and Assess...
Homework: Make up 3 word problems involving the relationships among force, mass, and acceleration. Put them on a separate sheet of paper as they sill be exchanged with other students to solve.
11/18/14
Lab: Riverkeepers
Youtube Video: https://www.youtube.com/watch?v=U9iHmDg1cQ0
Worksheet: /uploads/3/7/8/1/37810111/8th_grade_riverkeeper_film_discussion_questions.docx
11/17/14
We watched a Bill Nye video on Forces and Motion: http://youtu.be/VSLg90CjD6I
11/14/14
Gravity is a force that pulls objects toward each other. Gravity keeps the moon orbiting Earth. It keeps all the planets in our solar system orbiting the sun. The law of universal gravitation states that the force of gravity acts between all objects in the universe that have mass. So, any two objects in the universe that have mass attract each other. (not just on Earth) For example, you and your pencil are attracted to each other. However, you do not notice the attraction between such small objects as you and your pencil because these forces are extremely small compared to the force of Earth’s attraction. You observe only the effects of the strongest gravitational forces.
Two factors affect the gravitational attraction between objects: mass and distance. The more mass an object has, the greater its gravitational force. The shorter the distance is between one object and another, the stronger the gravitational force between the objects.
Mass and weight have different meanings. Weight is a measure of the force of gravity on an object. Mass is a measure of the amount of matter in an object. At any given time, your mass is the same on Earth as it would be on any other planet. But your weight would vary on each planet, since the strength of each planet’s gravitational force is different.
Homework: Friction and Gravity worksheet
11/12/14
Notes: The force that two surfaces exert on each other when they rub against each other is called friction. Friction comes from the Latin “fricare” meaning to rub. Friction acts in a direction opposite to the direction of the object’s motion. Two factors that affect the force of friction are the types of surfaces involved and how hard the surfaces are pushed together.
There are four types of friction. Sliding friction occurs when two solid surfaces slide over each other. Static friction acts between objects that aren’t moving. Fluid friction occurs when a solid object moves through a fluid. Rolling friction occurs when an object rolls across a surface.
How is friction between people like friction between objects? (Think of the adjectives used to describe relationships)
Fluids= anything that easily flows like liquid or air
Homework: Nature of Force Worksheet, vocab quiz
11/10/14
Vocabulary:
We watched Mythbusters vs. Deadliest Catch and determined the scientific method in our favorite myth from the episode.
Episode: http://youtu.be/ohEvD_2dcfw
Worksheet: /uploads/3/7/8/1/37810111/mythbusters_generic_worksheet.doc
Homework: Worksheet Due Wednesday
Vocab Quiz Friday
11/7/14
Notes:
A force is a push or a pull. When one object pushes or pulls another object, the first object exerts a force on the second object. You exert a force on a chair when you pull it away from a table. Like velocity and acceleration, a force is described by its strength and by the direction in which it acts. Pushing to the left is a different force from pushing to the right. The direction and strength of a force can be represented by an arrow. The arrow points in the direction of the force. The length of the arrow tells you the strength of the force—the longer the arrow, the stronger the force. The strength of a force is measured in an SI unit called a newton (N).
Often more than one force acts on an object at the same time. The combination of all the forces acting on an object is called the net force. It determines if and how an object accelerate. A nonzero net force causes a change in the object’s motion. You can find the net force on an object by adding together the strengths of all the individual forces on the object. When the total is a nonzero number, the forces are said to be unbalanced. When the total is 0, the forces are balanced. Balanced forces do not change the motion of an object.
11/5/14
We graded our Acceleration Worksheet, finished our lab from yesterday, and started the Study Guide on pp. 22-25 in the textbook.
Homework: Finish Study Guide pp. 22-25
Extra practice for slope:
http://www.cstephenmurray.com/Acrobatfiles/IPC/ch1and2/chap1no4.pdf
11/4/14
Lab 10
We demonstrated acceleration (change in velocity) by letting a balloon loose. We did an experiment to determine the distance needed between an out of bounds line on a basketball court and the wall by investigating speed and reaction time.
11/3/14
We finished going over Chapter 1 Lesson 3 and took a vocab. quiz.
Homework: Acceleration Worksheet
10/31/14
We finished going over Chapter 1 lesson 2 and completed the worksheet.
Matching Vocabulary Quiz Monday at end of lesson.
Vocabulary: motion, velocity, reference point, International System of Units (SI) distance, speed, average speed, instantaneous speed, slope, acceleration
10/29/14
We presented our Aerogel reports and reviewed 1.2.
10/28/14
Lab 9
We had a Halloween-themed STEAM lab this week, experiencing convection currents with Flying Ghosts, delving into density with Disgusting Density, dissolving Worms using different solutions, investigating chemical reactions and density with Squirming Worms and kicked it up a notch with Vomiting Pumpkins. All experiments can be found on this link: http://www.buzzfeed.com/morganshanahan/spooky-stem-projects-for-kiddos-this-halloween
10/27/14
We corrected our corrections on our test, skimmed through 1.1 and completed a review sheet.
10/24/14
Homework: Tests have been sent home to be corrected and returned on Monday.
Aerogel Windows Report due Wednesday./uploads/3/7/8/1/37810111/8th_grade_insulator_aerogel.docx
Link to NASA spinoff website: http://spinoff.nasa.gov/
Read text p. 162-165. Complete Electric Charge and Static Electricity Worksheet.
Homework: Why do sheets of fabric softener placed inside a clothing dryer reduces static “cling”. Draw and label a diagram that shows the charges involved.
1/13/15
Lab: Static Electricity
Notes: Charges are neither created nor destroyed. This is a rule known as the law of conservation of charge. An object can’t become charged by destroying or creating its own electrons. If one object loses electrons, another object must pick them up. There are four methods by which charges can redistribute themselves to build up static electricity: by friction, by conduction, by induction, and by polarization.
1/12/15
Notes:
How Does Charge Build Up?
The buildup of charges on an object is called static electricity. In static electricity, charges build up on an object, but they do not flow continuously.
1/9/15
Chapter 6.1: How Do Charges Interact?
Atoms contain charged particles called electrons and protons. The charge on a proton is positive (+). The charge on an electron is negative (-). If two electrons or two protons come close together, they push each other apart. If a proton and an electron come close together, they attract one another because they have opposite electric charges. Charges that are the same repel each other. Charges that are different attract each other. The interaction between electric charges is called electricity. The force between charged objects is called electric force.
What are some ways to remember how like and unlike charges interact? (opposites attract)
An electric field is a region around a charged object where the object’s electric force is exerted on other charged objects. Electric fields and forces get weaker the further away they are from a charge.
Homework: Forces Retest on Monday. Tests scores will be averaged together.
1/7/15
We completed our worksheet on Newton's Laws and demonstrated each law to the class in groups.
Worksheet click here: _
1/6/15
We watched Bill Nye Forces and Motion and did a worksheet
http://youtu.be/VSLg90CjD6I
Worksheet Click Here: _
Homework: RETEST ON FORCES MONDAY 1/12/15
1/5/15
Brainpop: Force https://www.brainpop.com/science/motionsforcesandtime/force/
Activity: Define the following terms in your own words:
Acceleration
Velocity
Newtons
Sir Isaac Newton
Gravity
Force
Friction
Choose one more word from movie to define
Then, think of golf and one other sport. Explain how knowing about momentum could help you predict what the best way to play these sports would be.
12/12/14
We talked about why the water in the bucket that we slung around us stayed in the bucket even though both gravity and centripetal force were directed inward. The motion of the water was out from the circle and the inertia kept the water moving away from us as long as the force we created was large enough. This is the same reason that roller coasters stay on track even though they are on loop to loops.
We went over the Study Guide answers in the textbook.
Homework: Study for test Monday
12/10/14
Notes: When the only force acting on an object is gravity, the object is said to be in free fall. In free fall, the force of gravity is an unbalanced force, which causes an object to accelerate.
Satellites, which are objects that orbit around other objects in space, follow a curved path around Earth. Satellites in orbit around Earth continuously fall toward Earth, but because Earth is curved they travel around it. In other words, a satellite is a falling object that keeps missing the ground. It falls around Earth rather than onto it. Once it has entered a stable orbit, a satellite does not need fuel. It continues to move ahead due to its inertia. At the same time, gravity continuously changes the satellites’ direction. Many manufactured satellites orbit Earth in an almost circular path.
Recall that an object traveling in a circle is accelerating b/c it is constantly changing direction. If an object is accelerating, a force must be acting on it. A force that causes an object to move in a circular path is called a centripetal force. Centripetel means “center seeking”. Centripetal forces always point toward the center of the circle an object is moving in.
We watched a video on Free Fall and Gravity: http://youtu.be/_mCC-68LyZM
and modeled the centripetal force outside using a bucket filled with water.
Homework: Study Guide Text p. 60-63
12/9/14
Lab: We investigated the law of conservation of momentum using toy cars, attempted to show that mass is not a factor in free fall, and took a look at centripetal force using a marble and a Mason Jar lid.
TEST 12/15
STUDY GUIDE:
Be familiar with the following terms:
force
net force and how it is determined
unbalanced force, balanced force; between zero net force and nonzero net forces--which one causes motion?
Newton
What happens when 2 forces act on an object. What causes movement? What is that called? What direction will the objects move in?
mass, weight, gravity, and the relationship among them
inertia
friction: rolling, static, sliding, fluid
acceleration = net force/mass
law of universal gravitation
factors that affect gravitational attraction are mass and distance
momentum (mass x velocity) and the law of conservation of momentum
acceleration (change in velocity)
Newton's Laws of Motion (1, 2 and 3)
Do action and reaction forces cancel out--why or why not?
centripetal force
satellites and how they maintain orbits
What is free fall and how is it affected by gravity and air friction?
12/8/14
Read pp. 56-59 in textbook. Answer all questions. Do Free Fall worksheet and finish for homework.
Homework: Finish Free Fall Worksheet
12/5/14
Vocabulary: free fall, satellite, centripetal force, orbit, tangential line, perpendicular line,
12/2/14
Lab
We investigated forces and motion using toy cars and washers, weights and pingpong balls. We discussed the importance of seatbelts, the seatbelt law in Flordia and wrote a persuasive letter to youth in a driver's ed. course on the importance of wearing seatbelts.
12/1/14
Vocabulary: inertia, nonzero net force, Newton's 1st Law of Motion, Newton's 2nd Law of Motion, Newton's 3rd Law of Motion, momentum, law of conservation of momentum
All moving objects have what Newton called “quantity of motion” or momentum. Momentum is a characteristic of a moving object that is related to the mass and velocity of the object. The momentum of a moving object can be determined by multiplying the object’s mass by its velocity.
Do Word Origins p. 53
The unit for momentum is kg times m/s. Like velocity, acceleration and force, momentum is described by both a direction and a strength. The momentum of an object is in the same direction as its velocity.
The more momentum a moving object has, the harder it is to stop. The mass of an object affects the amount of momentum the object has. You can calculate the momentum of a moving object using the following formula: momentum = mass x velocity.
Do Apply it p. 53
Could an object with a large mass have the same momentum as an object with a small mass? (greater velocity) When a car slows down, its velocity decreases and its mass stays the same. How does slowing down affect the car’s momentum? (it decreases) How would you increase the velocity of an object? (apply more force) How does increasing force affect momentum? (it increases momentum)
The law of conservation of momentum states that in the absence of outside forces like friction, the total momentum of objects that interact does not change. A quantity that is conserved is the same after an event as it was before. The total momentum of any group of objects remains the same, or is conserved, unless outside forces act on the objects.
We used marbles to see the effects of momentum transfer.
11/24/14
Newton’s 3rd law of motion states that if one object exerts a force on another, then the second objects exerts a force of equal strength in the opposite direction on the first object. Another way to state this is that for every action there is an equal but opposite reaction. Action and reaction forces do not necessarily cancel out because they may act on different objects.
If you hit a nail with a hammer, exerting a force on the nail, what is the reaction force (force of the nail, causing the motion of the hammer to stop) What are action and reaction forces of people jumping on a trampoline? (action—person jumping, reaction—trampoline pushing up) What about when you walk?
Do Figure 3 p. 48.
Do Figure 4 p. 49 What force that acts on the ball is not labeled in this image? (gravity) Is there a force that cancels out gravity?(no) What would happen to the volleyball if the players were to take their hands away from it? (It would fall to the ground)
p. 50—trace the dotted line showing the bug’s fatal flight toward the windshield. What must happen for the bug to stop moving at a constant velocity? (A force must act on the bug) Which has a greater mass, the car or the bug? (car) How will this difference affect the collision?(The car will be much less affected by the action force than the bug is by the reaction force.) How does this apply to motorcycles or even smaller cars vs SUVs or trucks?
Do What makes a Bug go splat p. 50 & 51 Ask: What happened to the driver when she braked suddenly? (She felt like she was thrown forward) What forces act when a seatbelt stops a driver from moving forward? (driver’s body exerts a force on the seatbelt. This is the action force. The seatbelt exerts a force on the driver that keeps her body from moving forward. This is the reaction force)
Do Assess p. 51
Smarter every day: http://youtu.be/y8mzDvpKzfY
11/19/14
Notes:
If an object is not moving, it will not start moving until a force acts on it. If an object is moving, it will continue at a constant velocity until a force acts to change its speed or direction. Newton’s first law of motion states that an object at rest will remain at rest unless acted upon by a nonzero net force. An object moving at a constant velocity will continue moving at a constant velocity unless acted upon by a nonzero net force. All objects resist changes in motion. Resistance to change in motion is called inertia. The greater the mass of an object, the greater its inertia and the greater the force required to change the motion.
What keeps a ball moving downhill? (gravity and inertia) What force is acting ion the ball, resisting motion? (friction between the ball and the ground)
Do Figure 1 p. 45
Newton’s second law of motion states that an object’s acceleration depends on its mass and on the net force acting on it. This relationship is acceleration = net force/mass
The formula can be rearranged to show how much force must be applied to an object to get it to accelerate at a certain rate. Net force = mass x acceleration
Acceleration is measured in m/s. Mass is measured in kg. Newton’s 2nd law shows that force is measured in kg . m/s/s or kg.m/s2. This unit is also called the N, the SI unit of force.
Do the Math p. 47 and Assess...
Homework: Make up 3 word problems involving the relationships among force, mass, and acceleration. Put them on a separate sheet of paper as they sill be exchanged with other students to solve.
11/18/14
Lab: Riverkeepers
Youtube Video: https://www.youtube.com/watch?v=U9iHmDg1cQ0
Worksheet: /uploads/3/7/8/1/37810111/8th_grade_riverkeeper_film_discussion_questions.docx
11/17/14
We watched a Bill Nye video on Forces and Motion: http://youtu.be/VSLg90CjD6I
11/14/14
Gravity is a force that pulls objects toward each other. Gravity keeps the moon orbiting Earth. It keeps all the planets in our solar system orbiting the sun. The law of universal gravitation states that the force of gravity acts between all objects in the universe that have mass. So, any two objects in the universe that have mass attract each other. (not just on Earth) For example, you and your pencil are attracted to each other. However, you do not notice the attraction between such small objects as you and your pencil because these forces are extremely small compared to the force of Earth’s attraction. You observe only the effects of the strongest gravitational forces.
Two factors affect the gravitational attraction between objects: mass and distance. The more mass an object has, the greater its gravitational force. The shorter the distance is between one object and another, the stronger the gravitational force between the objects.
Mass and weight have different meanings. Weight is a measure of the force of gravity on an object. Mass is a measure of the amount of matter in an object. At any given time, your mass is the same on Earth as it would be on any other planet. But your weight would vary on each planet, since the strength of each planet’s gravitational force is different.
Homework: Friction and Gravity worksheet
11/12/14
Notes: The force that two surfaces exert on each other when they rub against each other is called friction. Friction comes from the Latin “fricare” meaning to rub. Friction acts in a direction opposite to the direction of the object’s motion. Two factors that affect the force of friction are the types of surfaces involved and how hard the surfaces are pushed together.
There are four types of friction. Sliding friction occurs when two solid surfaces slide over each other. Static friction acts between objects that aren’t moving. Fluid friction occurs when a solid object moves through a fluid. Rolling friction occurs when an object rolls across a surface.
How is friction between people like friction between objects? (Think of the adjectives used to describe relationships)
Fluids= anything that easily flows like liquid or air
Homework: Nature of Force Worksheet, vocab quiz
11/10/14
Vocabulary:
We watched Mythbusters vs. Deadliest Catch and determined the scientific method in our favorite myth from the episode.
Episode: http://youtu.be/ohEvD_2dcfw
Worksheet: /uploads/3/7/8/1/37810111/mythbusters_generic_worksheet.doc
Homework: Worksheet Due Wednesday
Vocab Quiz Friday
11/7/14
Notes:
A force is a push or a pull. When one object pushes or pulls another object, the first object exerts a force on the second object. You exert a force on a chair when you pull it away from a table. Like velocity and acceleration, a force is described by its strength and by the direction in which it acts. Pushing to the left is a different force from pushing to the right. The direction and strength of a force can be represented by an arrow. The arrow points in the direction of the force. The length of the arrow tells you the strength of the force—the longer the arrow, the stronger the force. The strength of a force is measured in an SI unit called a newton (N).
Often more than one force acts on an object at the same time. The combination of all the forces acting on an object is called the net force. It determines if and how an object accelerate. A nonzero net force causes a change in the object’s motion. You can find the net force on an object by adding together the strengths of all the individual forces on the object. When the total is a nonzero number, the forces are said to be unbalanced. When the total is 0, the forces are balanced. Balanced forces do not change the motion of an object.
11/5/14
We graded our Acceleration Worksheet, finished our lab from yesterday, and started the Study Guide on pp. 22-25 in the textbook.
Homework: Finish Study Guide pp. 22-25
Extra practice for slope:
http://www.cstephenmurray.com/Acrobatfiles/IPC/ch1and2/chap1no4.pdf
11/4/14
Lab 10
We demonstrated acceleration (change in velocity) by letting a balloon loose. We did an experiment to determine the distance needed between an out of bounds line on a basketball court and the wall by investigating speed and reaction time.
11/3/14
We finished going over Chapter 1 Lesson 3 and took a vocab. quiz.
Homework: Acceleration Worksheet
10/31/14
We finished going over Chapter 1 lesson 2 and completed the worksheet.
Matching Vocabulary Quiz Monday at end of lesson.
Vocabulary: motion, velocity, reference point, International System of Units (SI) distance, speed, average speed, instantaneous speed, slope, acceleration
10/29/14
We presented our Aerogel reports and reviewed 1.2.
10/28/14
Lab 9
We had a Halloween-themed STEAM lab this week, experiencing convection currents with Flying Ghosts, delving into density with Disgusting Density, dissolving Worms using different solutions, investigating chemical reactions and density with Squirming Worms and kicked it up a notch with Vomiting Pumpkins. All experiments can be found on this link: http://www.buzzfeed.com/morganshanahan/spooky-stem-projects-for-kiddos-this-halloween
10/27/14
We corrected our corrections on our test, skimmed through 1.1 and completed a review sheet.
10/24/14
Homework: Tests have been sent home to be corrected and returned on Monday.
Aerogel Windows Report due Wednesday./uploads/3/7/8/1/37810111/8th_grade_insulator_aerogel.docx
Link to NASA spinoff website: http://spinoff.nasa.gov/
10/21/14
Lab 8 We combined the 8th Grade Class to take our RiverKeeper Data today. We watched a compilation video of Public Service Announcements done by students on behalf of the St. John's River:http://youtu.be/qUw4gUNUscU |
Some Notes on Celsius vs. Fahrenheit vs. Kelvin Temperature Scales:
History of measuring temperature: The idea of measuring temperature has existed for a long time. One of the first who wanted to make a temperature scale was Galen (ca. 170). He had a scale of 4 degrees warmth and 4 degrees of cold. The earlier measurement instruments for temperature where called thermoscopes. In 1610 Galileo introduced wine in the thermoscopes instead of air. In 1724 Gabriel Fahrenheit introduced the medium mercury in the thermo scopes. The reason that mercury was used is that the thermal expansion of mercury is large, mostly homogeneous. and it does not stick on the glass. Mercury also stays in the liquid phase for a great range of temperature and it is easy to read.
Present temperature scales: Present temperature scales have two basic points: from when the water starts to freeze and when it starts to boil. Between these two temperatures a scale is made. The two most popular scales are the Celsius (made by Anders Celsius) and Fahrenheit (made by Gabriel Fahrenheit) scale. The Fahrenheit scale is defined so that the melting point of water lays by 32 degrees Fahrenheit and the boiling point lays by 212 degrees Fahrenheit. This means that between the freezing point and boiling point there are 180 divisions. Fahrenheit introduced his scale in 1724.
Another scale is the Celsius scale. In the Celsius scale the freezing point of water is set at 0 degrees (centigrade) and the boiling point at 100 degrees (centigrade). This scale exists on 100 divisions, also known as centiscale. In 1948 the centidegrees (centigrade scale) were replaced by the degrees Celsius (oC). The Celsius scale is defined by the following two points:
1. The triple point of water is defined at 0.01 oC.
2. One degree Celsius equals the change of temperature with one degree on the ideal gas-scale.
On the Celsius-scale the boiling point of water with a pressure of 1 atmosphere is set at 99.975 oC. With the centiscale it was 100.
SI temperature scale: Temperature is related with the kinetic energy of the molecules. The kinetic energy changes when the temperature changes. Temperature is defined as the translation of heath between two objects. The fundamental temperature scale is the one of Kelvin. The temperature scale of Kelvin depends of the absolute zero point. This is the point where the molecules do not move anymore, so they do not give warmth. This is for all molecules. The absolute zero point is by 0 K, this is -273.15 oC. The scale is the same as the Celsius.
Read more: http://www.lenntech.com/calculators/temperature/temperature.htm#ixzz3GmkRUXJy
10/20/14
Session 22
Have you ever noticed that some doors stick in heat? Why do you think that happens? In addition, the rings on people’s fingers get loose in winter. Why does that happen?
As the thermal energy of matter increases, its particles usually spread out, causing the substance to expand. The expanding of matter when it is heated is known as thermal expansion. When matter is cooled, it usually contracts. Different materials expand and contract at different rates.
An expansion joint is an architectural design, usually made of metal, to safely absorb the heat-induced expansion and contraction of construction materials as well as to absorb vibration due to earthquakes or ground settling.
(Ice is an exception to the general rule that materials expand when heated. Due to its unique bonding, ice is less dense than liquid water, allowing ice cubes to float on top of drinks instead of sinking to the bottom.)
Classwork: Study Guide in text pp.148-151
10/17/14
Session 21
Why does air make a good insulator? In order for heat to transfer in a conductor, the vibrating molecules must be able to make other molecules start to vibrate as well. The arrangement of particles in gasses is very far apart so the vibrations are not able to transfer to neighboring molecules. Examples of air used as insulation include styrofoam, Tervis containers, and double-paned windows.
The amount of energy required to raise the temperature of 1 kg of a material by 1 kelvin is called its specific heat. It is measured in joules per kilogram-kelvin, or J/kg K. A material with a high specific heat can absorb a great deal of thermal energy without a great change in temperature. There is a formula for calculating thermal energy change. Energy change = mass x specific heat x temperature change.
Homework: Thermal Properties Worksheet
Thermal Energy and Heat Study Guide
Define and understand the characteristics of the following terms:
Absolute Zero
heat
conduction
convection
radiation
temperature
conductor and examples of good conductors
insulator and examples of good insulators
direction that heat transfers
specific heat
thermal expansion
thermal energy and how to measure what substance has more
Celsius
Fahrenheit
Kelvin
density and convection currents
10/15/14
Session 20
The thermal properties of an object determine how it will respond to heat. Some materials conduct heat well, while other materials do not. A material that conducts heat well, while other materials do not. A material that conducts heat well is called a conductor. Most metals are conductors. Insulators are materials that do not conduct heat well. Some good insulators are air and wool.
When an object is heated, its temperature rises. But the temperature does not rise at the same rate for all objects. To change the temperature of different objects by the same amount, different amounts of thermal energy are required. The amount of energy required to raise the temperature of different objects by the same amount, different amounts of thermal energy are required.
Homework: The Transfer of Heat Worksheet due Friday
10/14/14
Lab 7
Radiation, Conduction, and Convection
We investigated the heat transfer methods with a lamp and a bare lightbulb. We modeled convection using hot and cold water layered, tinted with food coloring. We measured the diameter change of a balloon after being placed in a cooler to model particle movement and thermal energy.
TEST NEXT WEDNESDAY OCTOBER 22
10/13/14
Session 19
Whenever the temperature of an object or substance changes, heat is being transferred. It travels only in one direction and by three different methods. Heat is transferred from warmer areas to cooler areas by conduction, convection, and radiation.
Conduction is the transfer of heat from one particle of matter to another without the matter moving. The fast-moving particles in a warm object collide with the slow-moving particles in a cooler object, and the particles in the cooler object speed up. Objects or particles must be in direct contact for conduction to occur.
Convection occurs only in fluids, such as water and air. As the fluid is heated, its particles speed up and move farther apart, so it becomes less dense and rises. Cooler fluid flows into its lace, is also heated, and rises. Meanwhile, the previously heated fluid cools down, sinks, and the cycle repeats. This flow creates a circular motion called a convection current.
Radiation is the transfer of energy by electromagnetic waves. It is the only form of heat transfer that does not require matter. Energy from the sun travels through empty space to Earth in the form of radiation.
Vocabulary: convection, convection current, radiation, conduction, fluid (a substance, as a liquid or gas, that is capable of flowing and that changes its shape at a steady rate when acted upon by a force)
Homework: Vocabulary Quiz Friday
10/8/14
Session 18
Read pp. 140-143 and answer all questions in text. Do Worksheet Temp, Thermal Energy and Heat. Finish for homework, if needed.
10/7/14
Lab 7 Thermal Energy
We investigated the difference in molecular movement between very hot and very cold water. We watched Bill Nye "Heat" and filled out a worksheet. We saw the difference in conduction between wood, aluminum, steel, glass and plastic using a pat of butter and hot water.
10/06/14
Session 17
Temperature, thermal energy, and heat are closely related, but they are not the same thing. Thermal energy is the total energy of all the particles in an object. Thermal energy does not simply relate to the temperature of an object: Thermal energy depends on the temperature of an object, the number of particles in an object, and how those particles are arranged.
Which has more thermal energy, a whole apple pie or one bite at the same temperature and why? (the whole piece of pie has more thermal energy than the small bite of pie because it has more particles in it.) Which has greater kinetic energy—the particles in the bite of pie or the particles in the whole pie (they have the same kinetic energy) Can two objects have the same temperature but different thermal energies? (yes).
You can think of thermal energy as the capacity to burn. In other words, lots of thermal energy will create a more serious burn than a little thermal energy.
Ask: Explain why spilling a whole pan of hot water on yourself will hurt more than spilling a tablespoon of hot water on yourself. (The pan of water has a lot more thermal energy than the tablespoon of water does. There is more energy to transfer to you to make a burn.)
Thermal energy can transfer from one object to another; it always moves from a warmer object to a cooler object.
The transfer of thermal energy is called heat. Heat is measured in the unit of energy –joules.
Where does heat go? Why does a tile floor feel cool when you walk barefoot across it? (heat is transferred from the feet, which are warmer than the tile, to the tile) cold is not transferred from the tile, what is sensed as cold is actually the loss of thermal energy.
Homework: Compare and contrast melting 10kg of ice with freezing 1kg of water. Be sure to address temperature, heat flow, and thermal energy.
10/04/14
Session 16
We determined the temperature in F of Absolute Zero. We discussed our article findings as to how scientists reaching absolute zero and lower in a lab can theoretically help in making machines more than 100% efficient and can help explain dark matter and why the universe is still expanding. In class we created side by side thermometers showing Fahrenheit and Celsius temperature scales. We marked the freezing point of water, room temperature, cold weather temperature and hot weather temperature. We watched a density demonstration by the Crazy Russian Hacker:http://youtu.be/AasKk3HRyOI
History of measuring temperature: The idea of measuring temperature has existed for a long time. One of the first who wanted to make a temperature scale was Galen (ca. 170). He had a scale of 4 degrees warmth and 4 degrees of cold. The earlier measurement instruments for temperature where called thermoscopes. In 1610 Galileo introduced wine in the thermoscopes instead of air. In 1724 Gabriel Fahrenheit introduced the medium mercury in the thermo scopes. The reason that mercury was used is that the thermal expansion of mercury is large, mostly homogeneous. and it does not stick on the glass. Mercury also stays in the liquid phase for a great range of temperature and it is easy to read.
Present temperature scales: Present temperature scales have two basic points: from when the water starts to freeze and when it starts to boil. Between these two temperatures a scale is made. The two most popular scales are the Celsius (made by Anders Celsius) and Fahrenheit (made by Gabriel Fahrenheit) scale. The Fahrenheit scale is defined so that the melting point of water lays by 32 degrees Fahrenheit and the boiling point lays by 212 degrees Fahrenheit. This means that between the freezing point and boiling point there are 180 divisions. Fahrenheit introduced his scale in 1724.
Another scale is the Celsius scale. In the Celsius scale the freezing point of water is set at 0 degrees (centigrade) and the boiling point at 100 degrees (centigrade). This scale exists on 100 divisions, also known as centiscale. In 1948 the centidegrees (centigrade scale) were replaced by the degrees Celsius (oC). The Celsius scale is defined by the following two points:
1. The triple point of water is defined at 0.01 oC.
2. One degree Celsius equals the change of temperature with one degree on the ideal gas-scale.
On the Celsius-scale the boiling point of water with a pressure of 1 atmosphere is set at 99.975 oC. With the centiscale it was 100.
SI temperature scale: Temperature is related with the kinetic energy of the molecules. The kinetic energy changes when the temperature changes. Temperature is defined as the translation of heath between two objects. The fundamental temperature scale is the one of Kelvin. The temperature scale of Kelvin depends of the absolute zero point. This is the point where the molecules do not move anymore, so they do not give warmth. This is for all molecules. The absolute zero point is by 0 K, this is -273.15 oC. The scale is the same as the Celsius.
Read more: http://www.lenntech.com/calculators/temperature/temperature.htm#ixzz3GmkRUXJy
10/20/14
Session 22
Have you ever noticed that some doors stick in heat? Why do you think that happens? In addition, the rings on people’s fingers get loose in winter. Why does that happen?
As the thermal energy of matter increases, its particles usually spread out, causing the substance to expand. The expanding of matter when it is heated is known as thermal expansion. When matter is cooled, it usually contracts. Different materials expand and contract at different rates.
An expansion joint is an architectural design, usually made of metal, to safely absorb the heat-induced expansion and contraction of construction materials as well as to absorb vibration due to earthquakes or ground settling.
(Ice is an exception to the general rule that materials expand when heated. Due to its unique bonding, ice is less dense than liquid water, allowing ice cubes to float on top of drinks instead of sinking to the bottom.)
Classwork: Study Guide in text pp.148-151
10/17/14
Session 21
Why does air make a good insulator? In order for heat to transfer in a conductor, the vibrating molecules must be able to make other molecules start to vibrate as well. The arrangement of particles in gasses is very far apart so the vibrations are not able to transfer to neighboring molecules. Examples of air used as insulation include styrofoam, Tervis containers, and double-paned windows.
The amount of energy required to raise the temperature of 1 kg of a material by 1 kelvin is called its specific heat. It is measured in joules per kilogram-kelvin, or J/kg K. A material with a high specific heat can absorb a great deal of thermal energy without a great change in temperature. There is a formula for calculating thermal energy change. Energy change = mass x specific heat x temperature change.
Homework: Thermal Properties Worksheet
Thermal Energy and Heat Study Guide
Define and understand the characteristics of the following terms:
Absolute Zero
heat
conduction
convection
radiation
temperature
conductor and examples of good conductors
insulator and examples of good insulators
direction that heat transfers
specific heat
thermal expansion
thermal energy and how to measure what substance has more
Celsius
Fahrenheit
Kelvin
density and convection currents
10/15/14
Session 20
The thermal properties of an object determine how it will respond to heat. Some materials conduct heat well, while other materials do not. A material that conducts heat well, while other materials do not. A material that conducts heat well is called a conductor. Most metals are conductors. Insulators are materials that do not conduct heat well. Some good insulators are air and wool.
When an object is heated, its temperature rises. But the temperature does not rise at the same rate for all objects. To change the temperature of different objects by the same amount, different amounts of thermal energy are required. The amount of energy required to raise the temperature of different objects by the same amount, different amounts of thermal energy are required.
Homework: The Transfer of Heat Worksheet due Friday
10/14/14
Lab 7
Radiation, Conduction, and Convection
We investigated the heat transfer methods with a lamp and a bare lightbulb. We modeled convection using hot and cold water layered, tinted with food coloring. We measured the diameter change of a balloon after being placed in a cooler to model particle movement and thermal energy.
TEST NEXT WEDNESDAY OCTOBER 22
10/13/14
Session 19
Whenever the temperature of an object or substance changes, heat is being transferred. It travels only in one direction and by three different methods. Heat is transferred from warmer areas to cooler areas by conduction, convection, and radiation.
Conduction is the transfer of heat from one particle of matter to another without the matter moving. The fast-moving particles in a warm object collide with the slow-moving particles in a cooler object, and the particles in the cooler object speed up. Objects or particles must be in direct contact for conduction to occur.
Convection occurs only in fluids, such as water and air. As the fluid is heated, its particles speed up and move farther apart, so it becomes less dense and rises. Cooler fluid flows into its lace, is also heated, and rises. Meanwhile, the previously heated fluid cools down, sinks, and the cycle repeats. This flow creates a circular motion called a convection current.
Radiation is the transfer of energy by electromagnetic waves. It is the only form of heat transfer that does not require matter. Energy from the sun travels through empty space to Earth in the form of radiation.
Vocabulary: convection, convection current, radiation, conduction, fluid (a substance, as a liquid or gas, that is capable of flowing and that changes its shape at a steady rate when acted upon by a force)
Homework: Vocabulary Quiz Friday
10/8/14
Session 18
Read pp. 140-143 and answer all questions in text. Do Worksheet Temp, Thermal Energy and Heat. Finish for homework, if needed.
10/7/14
Lab 7 Thermal Energy
We investigated the difference in molecular movement between very hot and very cold water. We watched Bill Nye "Heat" and filled out a worksheet. We saw the difference in conduction between wood, aluminum, steel, glass and plastic using a pat of butter and hot water.
10/06/14
Session 17
Temperature, thermal energy, and heat are closely related, but they are not the same thing. Thermal energy is the total energy of all the particles in an object. Thermal energy does not simply relate to the temperature of an object: Thermal energy depends on the temperature of an object, the number of particles in an object, and how those particles are arranged.
Which has more thermal energy, a whole apple pie or one bite at the same temperature and why? (the whole piece of pie has more thermal energy than the small bite of pie because it has more particles in it.) Which has greater kinetic energy—the particles in the bite of pie or the particles in the whole pie (they have the same kinetic energy) Can two objects have the same temperature but different thermal energies? (yes).
You can think of thermal energy as the capacity to burn. In other words, lots of thermal energy will create a more serious burn than a little thermal energy.
Ask: Explain why spilling a whole pan of hot water on yourself will hurt more than spilling a tablespoon of hot water on yourself. (The pan of water has a lot more thermal energy than the tablespoon of water does. There is more energy to transfer to you to make a burn.)
Thermal energy can transfer from one object to another; it always moves from a warmer object to a cooler object.
The transfer of thermal energy is called heat. Heat is measured in the unit of energy –joules.
Where does heat go? Why does a tile floor feel cool when you walk barefoot across it? (heat is transferred from the feet, which are warmer than the tile, to the tile) cold is not transferred from the tile, what is sensed as cold is actually the loss of thermal energy.
Homework: Compare and contrast melting 10kg of ice with freezing 1kg of water. Be sure to address temperature, heat flow, and thermal energy.
10/04/14
Session 16
We determined the temperature in F of Absolute Zero. We discussed our article findings as to how scientists reaching absolute zero and lower in a lab can theoretically help in making machines more than 100% efficient and can help explain dark matter and why the universe is still expanding. In class we created side by side thermometers showing Fahrenheit and Celsius temperature scales. We marked the freezing point of water, room temperature, cold weather temperature and hot weather temperature. We watched a density demonstration by the Crazy Russian Hacker:http://youtu.be/AasKk3HRyOI
10/01/14
Session 15
Classwork: 139E
There are three common scales for measuring temperature in the U.S., the Farenheit scale is most common; water freezes at 32 degrees F and boils at 212 degrees F. Most other countries use the Celsius scale—water freezes at 0 degrees Celsius and boils at 100 degrees Celsius. Scientists usually use either the Celsius or Kelvin Scale. The Kelvin scale is divided into Kelvins (K). A temperature change of 1K is the same temperature change as 1 degree C. Absolute Zero is the lowest temperature possible; it is 0 K. At absolute zero, the kinetic energy of individual particles is O.
Heat and cold are at opposite ends of the spectrum.
Homework: Have scientists reached absolute zero? Why is this important? (Look up and write a paragraph)
Session 15
Classwork: 139E
There are three common scales for measuring temperature in the U.S., the Farenheit scale is most common; water freezes at 32 degrees F and boils at 212 degrees F. Most other countries use the Celsius scale—water freezes at 0 degrees Celsius and boils at 100 degrees Celsius. Scientists usually use either the Celsius or Kelvin Scale. The Kelvin scale is divided into Kelvins (K). A temperature change of 1K is the same temperature change as 1 degree C. Absolute Zero is the lowest temperature possible; it is 0 K. At absolute zero, the kinetic energy of individual particles is O.
Heat and cold are at opposite ends of the spectrum.
Homework: Have scientists reached absolute zero? Why is this important? (Look up and write a paragraph)
9/30/14
Lab 6
We did a kinesthetic activity to model the movement of atoms in different states of matter. We explored the measurement of temperature first using our hands then attempting to create our own thermometers using a water bottle, straw, colored water, and modeling clay.
9/29/14
Session 14
5.1 Temperature, Thermal Energy, and Heat
Vocabulary: temperature, Farenheit Scale, Celsius Scale, Kelvin Scale, absolute zero, heat
What Determines the Temperature of an object?
Temperature is a measure of how hot or cold something is with respect to a reference point. Matter is made up of tiny particles that are always moving, so these particles have kinetic energy. Temperature is related to the average kinetic energy of the particles in an object. As an object heats up, its particles move faster. As a result, both the average kinetic energy of the particles and the temperature increase.
Homework: Vocab Quiz Friday
9/23/14
Lab 5: RiverKeepers
We traveled to Pottsburg Creek and took a sample of the St. John's River at the tributary. We tested and recorded the pH, Oxygen, Nitrogen, Salinity and Visibility levels.
9/19/14
Session 13
TEST WEDNESDAY 9/24/14
RIVER KEEPERS FIELD TRIP FORM DUE BACK TUESDAY!
Study Guide
Thermal energy
Mechanical energy & how to calculate it.
Electrical energy
Nuclear energy: fission and fusion
Electromagnetic energy
Kinetic energy and how to calculate it
Potential energy and how to calculate it
Gravitational Potential Energy
Elastic Potential Energy
Work
Power
Velocity
Speed
Law of Conservation of Energy
How friction affects machines.
9/17/14
Session 12
We modeled pole vaulting and watched a video of an Olympic World Record pole vault to see the transformation of kinetic to potential and back to kinetic energy again. We talked about why all pendulums eventually come to a stop and discussed friction.
http://youtu.be/mvA7AZEyciM (pole vault)
The law of conservation of energy states that when one form of energy is transformed to another, no energy is lost in the process. According to the law of conservation of energy, energy cannot be created nor destroyed. The total amount of energy is the same before and after any transformation.
We watched an animation of a roller coaster and the change from PE to KE. http://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-roller-coaster-ride/
Whenever a moving object experiences friction, some of its kinetic energy is transformed into thermal energy. Friction is the reason why no machine is 100 percent efficient. The output work of any real machine is always less than the input work.
We demonstrated the Law of Conservation of Energy using a tennis ball and a playground ball bounced with the tennis ball on top of the playground ball.
Homework Due Friday: Worksheet 125D & E, small paragraph summary of an article on the St. John's River
TEST Wednesday 9/24/14 on Chapter 4
9/16/14
Lab 4; St. John's River
Classwork: 119E
Mythbusters; Will a penny dropped off a skyscraper kill a person? Gravitational Potential Energy and Mechanical energy are directly correlated.
We learned about the St. John's River through the River Keeper program and talked about the impact of water use, pollution, and destruction of the wetlands along the St. John's River. We watched a video from the St. John's River Keeper program about the health of the river.
Homework:
Due Friday: Look up an article regarding the St. John's River, site the article and write a paragraph summarizing it.
Due Monday: Water use sheet (hard copy)
9/15/14
Session 11
Sometimes, one form of energy needs to be transformed into another to get work done. For example, a toaster transforms electrical energy to thermal energy to toast bread. Often, a series of energy transformations is needed. For example, the mechanical energy used to strike a match is transformed to thermal energy, which causes the particles in the match to release stored chemical energy, which is transformed to more thermal energy and to the electromagnetic energy you see as light.
The transformation between potential and kinetic energy is one of the most common energy transformations. For example, when you stretch a rubber band, you give it elastic potential energy. If you let go, the rubber band flies across the room, displaying kinetic energy.
A transformation between potential and kinetic energy also occurs when you throw a ball up into the air. As the ball falls toward the Earth and its height decreases, it loses potential energy. At the same time, its kinetic energy increases because its speed increases. Its potential energy is transformed into kinetic energy. In a pendulum, there is a continuous transformation between gravitational potential energy and kinetic energy.
9/12/14
Session 10: Energy Transformations
We did a demonstration on chemical energy with light sticks. We watched a video on steel balls and thermal energy and then took it up a notch with Steve Spangler and thermite reactions. All forms of energy can be transformed into other forms of energy. A change from one form of energy to another is called energy transformation.
steel balls: http://youtu.be/COWOv8aOoSU
Steve Spangler: http://youtu.be/O5v3XxFfUOw
Lab 6
We did a kinesthetic activity to model the movement of atoms in different states of matter. We explored the measurement of temperature first using our hands then attempting to create our own thermometers using a water bottle, straw, colored water, and modeling clay.
9/29/14
Session 14
5.1 Temperature, Thermal Energy, and Heat
Vocabulary: temperature, Farenheit Scale, Celsius Scale, Kelvin Scale, absolute zero, heat
What Determines the Temperature of an object?
Temperature is a measure of how hot or cold something is with respect to a reference point. Matter is made up of tiny particles that are always moving, so these particles have kinetic energy. Temperature is related to the average kinetic energy of the particles in an object. As an object heats up, its particles move faster. As a result, both the average kinetic energy of the particles and the temperature increase.
Homework: Vocab Quiz Friday
9/23/14
Lab 5: RiverKeepers
We traveled to Pottsburg Creek and took a sample of the St. John's River at the tributary. We tested and recorded the pH, Oxygen, Nitrogen, Salinity and Visibility levels.
9/19/14
Session 13
TEST WEDNESDAY 9/24/14
RIVER KEEPERS FIELD TRIP FORM DUE BACK TUESDAY!
Study Guide
Thermal energy
Mechanical energy & how to calculate it.
Electrical energy
Nuclear energy: fission and fusion
Electromagnetic energy
Kinetic energy and how to calculate it
Potential energy and how to calculate it
Gravitational Potential Energy
Elastic Potential Energy
Work
Power
Velocity
Speed
Law of Conservation of Energy
How friction affects machines.
9/17/14
Session 12
We modeled pole vaulting and watched a video of an Olympic World Record pole vault to see the transformation of kinetic to potential and back to kinetic energy again. We talked about why all pendulums eventually come to a stop and discussed friction.
http://youtu.be/mvA7AZEyciM (pole vault)
The law of conservation of energy states that when one form of energy is transformed to another, no energy is lost in the process. According to the law of conservation of energy, energy cannot be created nor destroyed. The total amount of energy is the same before and after any transformation.
We watched an animation of a roller coaster and the change from PE to KE. http://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-roller-coaster-ride/
Whenever a moving object experiences friction, some of its kinetic energy is transformed into thermal energy. Friction is the reason why no machine is 100 percent efficient. The output work of any real machine is always less than the input work.
We demonstrated the Law of Conservation of Energy using a tennis ball and a playground ball bounced with the tennis ball on top of the playground ball.
Homework Due Friday: Worksheet 125D & E, small paragraph summary of an article on the St. John's River
TEST Wednesday 9/24/14 on Chapter 4
9/16/14
Lab 4; St. John's River
Classwork: 119E
Mythbusters; Will a penny dropped off a skyscraper kill a person? Gravitational Potential Energy and Mechanical energy are directly correlated.
We learned about the St. John's River through the River Keeper program and talked about the impact of water use, pollution, and destruction of the wetlands along the St. John's River. We watched a video from the St. John's River Keeper program about the health of the river.
Homework:
Due Friday: Look up an article regarding the St. John's River, site the article and write a paragraph summarizing it.
Due Monday: Water use sheet (hard copy)
9/15/14
Session 11
Sometimes, one form of energy needs to be transformed into another to get work done. For example, a toaster transforms electrical energy to thermal energy to toast bread. Often, a series of energy transformations is needed. For example, the mechanical energy used to strike a match is transformed to thermal energy, which causes the particles in the match to release stored chemical energy, which is transformed to more thermal energy and to the electromagnetic energy you see as light.
The transformation between potential and kinetic energy is one of the most common energy transformations. For example, when you stretch a rubber band, you give it elastic potential energy. If you let go, the rubber band flies across the room, displaying kinetic energy.
A transformation between potential and kinetic energy also occurs when you throw a ball up into the air. As the ball falls toward the Earth and its height decreases, it loses potential energy. At the same time, its kinetic energy increases because its speed increases. Its potential energy is transformed into kinetic energy. In a pendulum, there is a continuous transformation between gravitational potential energy and kinetic energy.
9/12/14
Session 10: Energy Transformations
We did a demonstration on chemical energy with light sticks. We watched a video on steel balls and thermal energy and then took it up a notch with Steve Spangler and thermite reactions. All forms of energy can be transformed into other forms of energy. A change from one form of energy to another is called energy transformation.
steel balls: http://youtu.be/COWOv8aOoSU
Steve Spangler: http://youtu.be/O5v3XxFfUOw
9/10/14
Session 9: Forms of Energy that involve particles
The form of energy associated with motion, position, or shape of an object is called mechanical energy. An object’s mechanical energy is a combination of its potential energy and its kinetic energy. An object with mechanical energy can do work on another object. The more mechanical energy an object has, the more work it can do.
Some forms of energy involve the particles that make up objects, which are far too small to see with the naked eye. Forms of energy associated with the particles of objects include nuclear energy, thermal energy, electrical energy, electromagnetic energy, and chemical energy.Nuclear energy is stored in the nucleus of an atom and released during a nuclear reaction. Two kinds of nuclear reactions are fission and fusion. Fission occurs when a nucleus splits. A nuclear power plant uses fission to produce electricity. Fusion occurs when nuclei join together. Nuclear fission occurs constantly in the sun, releasing huge amounts of energy.
Thermal energy is the total kinetic and potential energy of the particles in an object. Adding heat causes particles to move faster, so the higher its temperature, the more thermal energy an object has.
Electrical energy is the energy of electric charges. Depending on whether the charges are moving or stored, it can be a form of kinetic or potential energy.
Electromagnetic energy is a form of energy that travels through space in waves. The source of these waves is vibrating electric charges. Electromagnetic waves do not require a medium, so they can travel through the vacuum of space.
Chemical energy is potential energy stored in chemical bonds. Chemical energy is in the foods you eat, the matches you light, and the cells of your body. Chemical bonds hold atoms together. When chemical bonds are broken, stored energy is often released.
We watched the OK GO music video with the Rube Goldberg machine.
9/9/14
Lab 3: Mass, Velocity, and Kinetic Energy
We finished our lab on power and energy. We used skateboards with varying weights on top of them to determine how a constant kinetic energy affects speed when mass varies.
9/8/14
Session 8: Forms of Energy 2.2
We investigated the energy transfer involved in a flashlight.
Vocabulary: mechanical energy, nuclear energy, thermal energy, electrical energy, electromagnetic energy, chemical energy
Homework: Vocab Quiz Friday
9/5/14
Session 7: Elastic Potential Energy
Elastic Potential Energy is the energy associated with objects that can be compressed or stretched--like rubber bands, trampolines, tires. We watched a video of the Slo Motion guys slicing a watermelon in half using rubber bands and viewed a tennis ball hitting the wall in slow motion to see the pancake that it makes.
Classwork: 113D & 113F
Homework: Vocab Quiz Monday
9/3/14
Session 6: What are Two Types of Energy?
The two basic types of energy are kinetic energy and potential energy. Whether energy is kinetic or potential depends on the motion, position, and shape of the object.
The energy an object has due to its motion is kinetic energy. The kinetic energy of an object depends on its speed and its mass. The faster an object moves, the more kinetic energy it has. Kinetic energy also increases as mass increases. You can use the following equation to solve for the kinetic energy of an object: KE=1/2 x Mass x Speed2
Note that changing the speed of an object will have a greater effect on its kinetic energy than changing its mass by the same factor. This is because speed is squared in the kinetic energy equation.
Vocabulary: energy, kinetic energy, potential energy, gravitational potential energy, elastic potential energy
Homework: Vocabulary Quiz Monday September 8
9/2/14
Lab Day 2
We modeled the transformation of Potential Energy to Kinetic Energy by measuring how high a tennis ball bounces. We began a formal lab on Power and exercise that we will finish next class.
8/29/14
Session 5: What is energy
We defined energy as the ability to do work or cause change. Both work and energy are measured in Joules. Power is the rate at which work is done. Since the transfer of energy is work, then power is the rate at which energy is transferred, or the amount of energy transferred in a unit of time. Power=energy transferred
time
No Homework
8/27/14
Session 4: Experiments
We finished the Old Wives' Tales Experiments and checked our peer's work on whether or not the hypothesis was testable, the experiment tested what the hypothesis stated, the controlled, independent, and dependent variables were identified, and problems that could have interfered with the experiment were stated.
We started our textbook Forces and Energy Chapter 4.1, recording that force=mass x acceleration and defining the scientific definitions for energy--the ability to do work, and power--rate at which work is done.
No Homework
8/26/14
Lab Session 1: Lab Safety.
We analysed what SpongeBob and his friends did wrong in their Science Lab, signed a Lab Safety Contract, worked on problem solving in the STEAM Lab by doing a "Save Fred" experiment, and used our senses and powers of deduction to figure out what was in some Mystery Bags.
8/25/14
Session 3: Experiments
We watched a BrainPop video on the Scientific Method, devised experiments to test Old Wives' Tales, and listened to They Might Be Giants' Put It To The Test Song.
Homework: Vocabulary Quiz Friday:
Vocab Terms: Scientific Method, Purpose, Research, Hypothesis, Experiment, Analysis, Conclusion, Variable, Independent Variable, Dependent Variable.
8/22/14
Session 2: Scientific Variables
We defined independent, dependent, and controlled variables. We hypothesized what would happen if we stuck a pencil through a Ziploc baggy filled with water and did some Bikini Bottom explorations regarding variables.
Homework: None
8/21/14
Session 1: Scientific Method: A Review
We compared the Scientific Method to Urban Legends and Myths.
We watched a Mythbusters "Are Elephants Afraid of Mice?" and analysed the Scientific Method used. http://youtu.be/7oA77tVNKtc
Homework: The Strange Case of BeriBeri--Due Friday
Session 9: Forms of Energy that involve particles
The form of energy associated with motion, position, or shape of an object is called mechanical energy. An object’s mechanical energy is a combination of its potential energy and its kinetic energy. An object with mechanical energy can do work on another object. The more mechanical energy an object has, the more work it can do.
Some forms of energy involve the particles that make up objects, which are far too small to see with the naked eye. Forms of energy associated with the particles of objects include nuclear energy, thermal energy, electrical energy, electromagnetic energy, and chemical energy.Nuclear energy is stored in the nucleus of an atom and released during a nuclear reaction. Two kinds of nuclear reactions are fission and fusion. Fission occurs when a nucleus splits. A nuclear power plant uses fission to produce electricity. Fusion occurs when nuclei join together. Nuclear fission occurs constantly in the sun, releasing huge amounts of energy.
Thermal energy is the total kinetic and potential energy of the particles in an object. Adding heat causes particles to move faster, so the higher its temperature, the more thermal energy an object has.
Electrical energy is the energy of electric charges. Depending on whether the charges are moving or stored, it can be a form of kinetic or potential energy.
Electromagnetic energy is a form of energy that travels through space in waves. The source of these waves is vibrating electric charges. Electromagnetic waves do not require a medium, so they can travel through the vacuum of space.
Chemical energy is potential energy stored in chemical bonds. Chemical energy is in the foods you eat, the matches you light, and the cells of your body. Chemical bonds hold atoms together. When chemical bonds are broken, stored energy is often released.
We watched the OK GO music video with the Rube Goldberg machine.
9/9/14
Lab 3: Mass, Velocity, and Kinetic Energy
We finished our lab on power and energy. We used skateboards with varying weights on top of them to determine how a constant kinetic energy affects speed when mass varies.
9/8/14
Session 8: Forms of Energy 2.2
We investigated the energy transfer involved in a flashlight.
Vocabulary: mechanical energy, nuclear energy, thermal energy, electrical energy, electromagnetic energy, chemical energy
Homework: Vocab Quiz Friday
9/5/14
Session 7: Elastic Potential Energy
Elastic Potential Energy is the energy associated with objects that can be compressed or stretched--like rubber bands, trampolines, tires. We watched a video of the Slo Motion guys slicing a watermelon in half using rubber bands and viewed a tennis ball hitting the wall in slow motion to see the pancake that it makes.
Classwork: 113D & 113F
Homework: Vocab Quiz Monday
9/3/14
Session 6: What are Two Types of Energy?
The two basic types of energy are kinetic energy and potential energy. Whether energy is kinetic or potential depends on the motion, position, and shape of the object.
The energy an object has due to its motion is kinetic energy. The kinetic energy of an object depends on its speed and its mass. The faster an object moves, the more kinetic energy it has. Kinetic energy also increases as mass increases. You can use the following equation to solve for the kinetic energy of an object: KE=1/2 x Mass x Speed2
Note that changing the speed of an object will have a greater effect on its kinetic energy than changing its mass by the same factor. This is because speed is squared in the kinetic energy equation.
Vocabulary: energy, kinetic energy, potential energy, gravitational potential energy, elastic potential energy
Homework: Vocabulary Quiz Monday September 8
9/2/14
Lab Day 2
We modeled the transformation of Potential Energy to Kinetic Energy by measuring how high a tennis ball bounces. We began a formal lab on Power and exercise that we will finish next class.
8/29/14
Session 5: What is energy
We defined energy as the ability to do work or cause change. Both work and energy are measured in Joules. Power is the rate at which work is done. Since the transfer of energy is work, then power is the rate at which energy is transferred, or the amount of energy transferred in a unit of time. Power=energy transferred
time
No Homework
8/27/14
Session 4: Experiments
We finished the Old Wives' Tales Experiments and checked our peer's work on whether or not the hypothesis was testable, the experiment tested what the hypothesis stated, the controlled, independent, and dependent variables were identified, and problems that could have interfered with the experiment were stated.
We started our textbook Forces and Energy Chapter 4.1, recording that force=mass x acceleration and defining the scientific definitions for energy--the ability to do work, and power--rate at which work is done.
No Homework
8/26/14
Lab Session 1: Lab Safety.
We analysed what SpongeBob and his friends did wrong in their Science Lab, signed a Lab Safety Contract, worked on problem solving in the STEAM Lab by doing a "Save Fred" experiment, and used our senses and powers of deduction to figure out what was in some Mystery Bags.
8/25/14
Session 3: Experiments
We watched a BrainPop video on the Scientific Method, devised experiments to test Old Wives' Tales, and listened to They Might Be Giants' Put It To The Test Song.
Homework: Vocabulary Quiz Friday:
Vocab Terms: Scientific Method, Purpose, Research, Hypothesis, Experiment, Analysis, Conclusion, Variable, Independent Variable, Dependent Variable.
8/22/14
Session 2: Scientific Variables
We defined independent, dependent, and controlled variables. We hypothesized what would happen if we stuck a pencil through a Ziploc baggy filled with water and did some Bikini Bottom explorations regarding variables.
Homework: None
8/21/14
Session 1: Scientific Method: A Review
We compared the Scientific Method to Urban Legends and Myths.
We watched a Mythbusters "Are Elephants Afraid of Mice?" and analysed the Scientific Method used. http://youtu.be/7oA77tVNKtc
Homework: The Strange Case of BeriBeri--Due Friday