Ms. Khzouz

We conducted a windmill lab on kinetic energy and speed. The following document shows in detail what students did this week. It show what activity students did, what evidence they gathered, and the answer to the lesson question and how it relates to the unit.

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.

1. What is going on in this situation?
2. Is there energy in the video?  How do you know?
3. Where did the energy come from, and where did the energy go?
4. What are some examples of potential and kinetic energy in the video?
5. What is the evidence of the energy transfer?

Watch the second video and on separate sheet of paper answer these following questions.

1. Where is the energy at first?
2. Where did the energy go?  How do you know that?
3. 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!

https://docs.google.com/document/d/15L4Z3gZVWlpmvLe-2CWAId13Q8-Wu-FHdAPDOMb9Apg/edit?usp=sharing

Work ONLY on box 1. We are writing our summary on the article “Energy”. You summary needs to be a total of 6 sentences: 2 supporting details from each section. There are 3 sections of this article: Energy, Kinetic, and Potential Energy. This is due for Monday.

Use the following slide as help. Refer to ONLY box 1.

https://docs.google.com/presentation/d/1-EhZrnU6XDiLyH35C1AFvKzeitqX1KBbH8Uov2SYOIU/edit?usp=sharing

Box 1: Summary: What does the text say? How would you summarize or write a shortened version of the text containing only the main points?

Title: Energy

You need 2 details, one sentence each, regarding energy. In your summary you need to include a definition and example of energy.

Kinetic Energy: You need 2 details, one sentence each, regarding Kinetic energy. In your summary you need to include a definition and example of energy.

Potential Energy: You need 2 details, one sentence each, regarding Potential energy. In your summary you need to include a definition and example of energy.

Watch the video of the water electricity generator and complete the questions on the handout that was passed out in class.

1. Sketch a model of the water wheel generator shown in the video.

1. What are the boundaries of the water wheel generator system?

1. What are the inputs of the water wheel generator system?

1. What are the outputs of the water wheel generator system?

1. Where is energy present in the water wheel generator system?

Using your Electromagnetism article and the number that was assigned for you in class, complete the following chart.

Answer to bellwork: Viable-capable of working successfully. Not viable- not capable of working successfully.

When deciding if an energy source is viable or not you need to make sure that it meets ALL of the constraints. Criterias are goals or wants but not things we MUST have.

Criteria: Limited envrionmental impacts.

Constraints: Suitable for Michigan, Fits within budget, enough electricity to power entire household.

Label the following as Viable or Not Viable and please explain why.

Geothermal:

Biomass:

Solar:

Wind:

Hydroelectic:

Human Power:

For the Unit Summary Table, finish part C only. We will go over answer for part C tomorrow in class. Have an answer prepared because I will be pulling popsicle sticks to call on students.

Hello Hornets!

This week we began unit 7. We talked about what life would be like without energy/electricity. This week we watched a 3 minute video that explained different energy sources we have used throughout the years. Thursday and Friday we evaluated 6 different energy sources and reflected on if they were viable (reliable and good) sources or not. Students read informational text in groups and took notes to decide what would be a good source and what would not be a good source to use in Michigan. Next week we will finish up evaluating the energy sources and produce a CER. Lesson 3 will have students begin in the lab building their energy generation model in groups.

6th Hour Homework:

Write down the advantages and disadvantages of your assigned energy source. Answer the question at the bottom of your paper: Is this energy type a good replacement for energy sources in Michigan? Why or why not? Then complete the Unit Summary Guide parts A and B only. I have notes provided for them here. Be prepared and ready to share on Monday!