Here is the link to play Kahoot.
This week students finished up unit 7.1 by creating a presentation of their generation models. Students were given a study guide on Friday to work on in class. Students should study from the study guide over the weekend. Review game will be Monday and test will be given on Tuesday.
Have a great weekend!
This week students learned about how electromagnetism changes from mechanical energy to electrical energy through a lab investigation. Then after the lab we discussed what factors can affect the strength of the electromagnetic force in our generator.
Important Reminders!!! When students get back from the holiday break we will begin lesson 10 of our unit. Once we finish lesson 10 we will have our first unit test. Students will be given a study guide to study from. Over break I encourage students to organize their notes, lab sheets, and summary tables to study from.
This week was all about Lesson 8 of our first unit 7.1. Students had to explore what factors affect the strength of magnetic and electric forces through a variety of stations in the lab. Students experimented with a variety of magnets and static electricity on charged balloons. We learned that distance can affect the strength of the force, that magnets can attract (pull in) or repel (push away). At the end of the week on Thursday and Friday students took a summative exit ticket that was treated like an open note quiz. Students used their notes from the lab to complete the exit ticket.
Next week students will be working on lesson 9 of the unit. After the 10th lesson will be the unit test so students are approaching our first unit test of the year. I will provide a study guide as well as 2 days in class to review. Students should make sure their science binder and notes are all organized and ready to studying from.
Watch the following video and on a separate sheet of paper answer these following questions. You need to get a sheet of paper to write the question and answers on.
- What is going on in this situation?
- Is there energy in the video? How do you know?
- Where did the energy come from, and where did the energy go?
- What are some examples of potential and kinetic energy in the video?
- What is the evidence of the energy transfer?
Watch the second video and on separate sheet of paper answer these following questions.
- Where is the energy at first?
- Where did the energy go? How do you know that?
- Where is there a push or pull in the videos?
Using the data from the pendulum lab, graph ONLY THE MEAN (average) of each trial with 1 washer, 2 washers, and 3 washers. At the bottom of your graph write the following sentence and fill in the blank: “As the number of washers increased, the distance the box traveled ______________________. (Did it increase or did it decrease)?
Observe the following picture and fill out the graph on the back of the worksheet using the data table given.
Vocabulary words you need to write on the back underneath the table:
Speed- distance traveled per unit of time. Speed= distance/time
Velocity- distance traveled per unit of time AND DIRECTION. Velocity= distance/time + direction.
What happens to the velocity as they drop the pendulum from 3cm to 7cm to 12cm?
What happens to distance the box moved as they dropped the pendulum from 3cm to 7cm to 12cm?
If height increases potential energy, and potential energy turns into kinetic energy, what happens to speed? Is it increasing or decreasing as the pendulum is released?
If you lost your packet you can click on either of the two links and print it. Remember: if you are printing a new packet, you must make up the missing work from previous lessons already done in class!