Mr. Weiand's Science Website

Skittles  Lab    Names ________/ _________/ ________   ____/46  ____hr

Materials: (2)

  •  Bag of Skittles
  •  Calculator
  •  Access to “Create a Graph” (academic support if no computer at home)
  • Access to a computer to type up the lab (DUE MONDAY)

Part I.  Problem / Question: (2)

Are Skittles randomly arranged, or is there a specific number of each color candy in each bag?

Part II. Research / Prior Knowledge: (2)

 

Part III. Hypothesis: _____/5 (DETAILED!)

My hypothesis is that Skittles are (randomly/equally) arranged in each bag.  I believe this because _________________________________________________________(be detailed!)

 

Part IV. Experiment / Test your Hypothesis: (5)

How will you complete this experiment?  Be specific.

Step 1:

Step

Skittles  Lab    Names ________/ _________/ ________   ____/46  ____hr

Materials: (2)

  •  Bag of Skittles
  •  Calculator
  •  Access to “Create a Graph” (academic support if no computer at home)
  • Access to a computer to type up the lab (DUE MONDAY)

Part I.  Problem / Question: (2)

Are Skittles randomly arranged, or is there a specific number of each color candy in each bag?

Part II. Research / Prior Knowledge: (2)

 

Part III. Hypothesis: _____/5 (DETAILED!)

My hypothesis is that Skittles are (randomly/equally) arranged in each bag.  I believe this because _________________________________________________________(be detailed!)

 

Part IV. Experiment / Test your Hypothesis: (5)

How will you complete this experiment?  Be specific.

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:

Step 8:

 

 

Part V. Record and Analyze Data: ______/10

Our bag:

Skittles by Color:

Color               # in bag                       % in bag

Green                                                 

Orange                                                           

Yellow                                   

Purple                         

Red                            

Total in bag     #                                  %

 

Group totals:

Percentage of Skittles by Color:

Color               Group ___                  __________________ AVG (add up 1-5 then divide by 5)

Green  %                                            

Orange            %                                           

Yellow            %                                           

Purple  %                                            

Red %                                                

Total # in bag                                     

 

 

 

 

 

 

 

Class Average

Color               %  in bag        

Green             

Orange                       

Yellow                       

Purple             

Red                

TOTAL in BAG           (THIS IS A TOTAL, NOT A PERCENTAGE!)

 

Part VI. Graph: _____/10

(go to “Create a Graph” and make a double bar graph for your data and class averages.)

Graph your percentages vs. the class averages

 

Part VII. Conclusion: _____/10

(USE NUMBERS TO BACK UP YOUR CONCLUSION!)

"In conclusion, my hypothesis was _____________.   The data showed ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Skittles Lab Names ________/ _________/ ________ ____/56 ____hr

Materials: (2)

• Bag of Skittles

• Calculator

• Access to “Create a Graph” (academic support if no computer at home)

• Access to a computer to type up the lab (DUE MONDAY)

 

Part I. Problem / Question: (2)

Are Skittles randomly arranged, or is there a specific number of each color candy in each bag?

 

Part II. Research / Prior Knowledge: (2)

 

 

Part III. Hypothesis: _____/5 (DETAILED!)

My hypothesis is that Skittles are (randomly/equally) arranged in each bag. I believe this because _________________________________________________________(be detailed!)

 

 

 

Part IV. Experiment / Test your Hypothesis: (5)

How will you complete this experiment? Be specific.

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:

Step 8:

 

 

 

 

Part V. Record and Analyze Data: ______/10

Our bag:

Skittles by Color:

Color # in bag % in bag

Green

Orange

Yellow

Purple

Red

Total in bag # %

 

 

Group totals:

Percentage of Skittles by Color:

Color Group ___ __________________ AVG (add up 1-5 then divide by 5)

Green %

Orange %

Yellow %

Purple %

Red %

Total # in bag

 

 

 

 

 

 

 

 

Class Average

Color % in bag

Green

Orange

Yellow

Purple

Red

TOTAL in BAG (THIS IS A TOTAL, NOT A PERCENTAGE!)

 

 

Part VI. Graph: _____/10

(go to “Create a Graph” and make a double bar graph for your data and class averages.)

Graph your percentages vs. the class averages

 

 

Part VII. Conclusion: _____/10

(USE NUMBERS TO BACK UP YOUR CONCLUSION!)

"In conclusion, my hypothesis was _____________. The data showed ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


 

Skittles Lab Names ________/ _________/ ________ ____/56 ____hr

Materials: (2)

• Bag of Skittles

• Calculator

• Access to “Create a Graph” (academic support if no computer at home)

• Access to a computer to type up the lab (DUE MONDAY)

 

Part I. Problem / Question: (2)

Are Skittles randomly arranged, or is there a specific number of each color candy in each bag?

 

Part II. Research / Prior Knowledge: (2)

 

 

Part III. Hypothesis: _____/5 (DETAILED!)

My hypothesis is that Skittles are (randomly/equally) arranged in each bag. I believe this because _________________________________________________________(be detailed!)

 

 

 

Part IV. Experiment / Test your Hypothesis: (5)

How will you complete this experiment? Be specific.

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Step 6:

Step 7:

Step 8:

 

 

 

 

Part V. Record and Analyze Data: ______/10

Our bag:

Skittles by Color:

Color # in bag % in bag

Green

Orange

Yellow

Purple

Red

Total in bag # %

 

 

Group totals:

Percentage of Skittles by Color:

Color Group ___ __________________ AVG (add up 1-5 then divide by 5)

Green %

Orange %

Yellow %

Purple %

Red %

Total # in bag

 

 

 

 

 

 

 

 

Class Average

Color % in bag

Green

Orange

Yellow

Purple

Red

TOTAL in BAG (THIS IS A TOTAL, NOT A PERCENTAGE!)

 

 

Part VI. Graph: _____/10

(go to “Create a Graph” and make a double bar graph for your data and class averages.)

Graph your percentages vs. the class averages

 

 

Part VII. Conclusion: _____/10

(USE NUMBERS TO BACK UP YOUR CONCLUSION!)

"In conclusion, my hypothesis was _____________. The data showed ______________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


 

Welcome to Mr. Weiand's Science Website

This will be used by students and parents to help aid in the educational process at MSN.  Please contact me at     weianke@lc-ps.org  if you have concerns or questions.

 

 

Create a graph!

 http://nces.ed.gov/nceskids/createagraph/  

DOUBLE BAR GRAPH LINK!

http://chartmaker.mathwarehouse.com/double-bar-graph-maker/

 

SCIENTIFIC METHOD SONG!

(remember to switch steps 1 & 2 around.  We ask the question first, then research and find out about it before we make our hypothesis)

 https://www.youtube.com/watch?v=eA86dYxrg4Q&feature=em-share_video_user

This one is more accurate, just not as catchy.

 https://www.youtube.com/watch?v=QuKRgjm0KJU&feature=em-share_video_user

Keep in mind that making data tables and graphs is very important in organizing and analyzing your data! 

 

Agenda for week of 9/02/14 (first week)

 

Why Pre-Test / Post-Test?

Pre-tests will be given at the beginning of each unit as a way to gauge WHERE a student (and the class as a whole) is in regards to their knowledge of the subject matter.  Pre-tests help me to focus on areas of need when presenting a unit, and in some cases, allow me to quickly cover a unit of study that the students show proficiency in on the pre-test.  The pre-test DOES NOT count toward a student's quarterly grade. 

The post-test will be used as an evaluation tool to measure HOW FAR a student has come during the unit of study.   This score/grade is recorded in the grade book and is part of a students’ quarterly grade.

 

Tuesday 9/02

Class intro, Likes/Dislikes 

Wednesday 9/03

 

"Lost on the Moon" 

 

"Following directions"

Thursday 9/04

 

 

Science Year Pre-Test

Friday, 9/05

Observations and inferences (10)

Picture Dominoes (10)

 

Week 2

09/08/2014 -09/12/2014

 

Monday 9/08/14

Prune Lab (20)

Tuesday 9/09/14

Intro to tables and graphing

"Table the following"

(practice tables)

Introduction to graphing

"Graphing Procedure Packet"

-practice in class

Wednesday 9/10/14

Computer Lab "Webs.com" training

 

Thursday 9/11/14

 "Data 3 Ways" (40) - due Monday

Friday 9/12/2014

"Data 3 Ways" continued, +Graphing Portion (18)

 

Weeks 3/4/5  Agenda

09/15 Monday: Detroit Lions Rushing vs. Passing Graphing Activity (20)

09/16 Tuesday: Detroit Tigers Home Runs vs. Wins Graphing Activity (20)

09/17 Wednesday: Computer Lab

09/18 Thursday: Monster Truck Graphing Review Quiz (20)

09/19 Friday: Data Tables and Graphing Exam (60)

09/22 Monday: Scientific Method Pre-Test

09/23  Tuesday: Snake and Mouse Scientific Method / Cornell Notes

09/24 Wednesday:  Cornell Notes Continued;

Scientific Method Experiment "Ball Drop"

09/25  Thursday:  Scientific Method Packet: Defining Elements of the S.M (8), Analyzing Elements of the S.M.(6, Performing and Experiment (7)  

09/26  Friday: Check S.M. Packet

Case of the Sleeping Frog (12), Scientific Method review Crossword (14)

09/29 Monday: Drops on a Penny lab (40)

09/30 Tuesday:Review D.O.P Lab

         "Frog Lab" (36)

 

FROG LAB

Name _________________________________________ hr_________        ______/36

 

Please label the following information. (3 points each)  _____/18

 

Frog Lab         

 

A. ________________________________________________

 

Tapped Frog                                                               

 

Trial

Distance

1

6cm

2

8cm

3

2cm

4

10cm

5

6cm

 

 

Untapped Frog

 

Trial

Distance

1

3cm

2

7cm

3

5cm

4

7cm

5

3cm

 

 

 

B. _______________________________________________________

 

The data shows that frogs that were not tapped jumped an average of 6.4 cm, while the frog that was tapped jumped an average of 5cm.  This data supports my hypothesis that a frog will jump further when it is tapped on it’s back than when it is not tapped.

 

 

 

C. 

 

Will frogs that are tapped jump farther than frogs that are not tapped?

 

 

 

 

D. _______________________________________________________________

 

Frogs jump to survive.  Sometimes they jump to avoid confrontation, sometimes to find safety, and at other times to catch prey, or put themselves in the right environment to catch prey. 

 

 

E. ______________________________________________________________

We will test a frog in two separate experiments.  In the first experiment, we will tap the frog on its’ back and measure the distance it jumps.  In the second, we will not tap the frog on its’ back and measure the distance it jumps.

 

 

F. _________________________________________________________________

I believe that a frog will jump further when it is tapped on its’ back than when it it not tapped.

 

 

 

Now, put the events in order. (3 points each) _____/18

 

  1. ________
  2. ________
  3. ________
  4. ________
  5. ________
  6. ________

 

 

 

 

 

10/01 Wednesday: S.M. Quiz (36)

 http://mset.rst2.edu/portfolios/l/lautz_s/Science%20Fair%20Handbook/SFquiz.html

10/02 Thursday: Skittles Lab (50)

10/03 Friday: Skittles Lab (Due Monday)

10/06 Monday:  Controls and Variables Lesson "BART"

 

CONTROLS AND VARIABLES NOTES

 

Control                       The part of the experiment that stays the same.

 

            example:                       The ruler, person testing or method by which you are measuring.

                                               

Independent Variable                What you change during the experiment or lab.

                                               

           

            example:                       In the paper airplane lab, this is the type of paper you use to make an airplane.

 

Dependent Variable                  What you observe or measure in the experiment of lab.This is the part of the experiment that is affected by the independent variable.

                                               

            example                        In the paper airplane lab, this is the distance that the plane flew, measured in meters.

 

Control Group                          The group that the variable is being tested against.  Nothing is done to change this group.  This is used for comparison and gives you basic data.

                                                                       

            example                        In the Paper Airplane lab, the computer paper airplanes.

 

 

 

10/07 Tuesday: Spongebob Squarepants Scientific Method (30)

10/08 Wednesday: "Mr. Burns"(7) controls and variables

10/09 Thursday: "Homer (7) and Crusty (6) " controls and variables

10/10 Friday: Controls and Variables Quiz

Grouping for  Paper Airplane Lab

10/13 Monday: Intro to Paper Airplane Lab (100)  

title

FINAL EXAM TOPICS

• Scientific Method

Steps

Controls and Variables

• Measurement

length

area (b●h)

volume (b● h● w

density (M / V)

liquid volume

VOISO (V²-V1)

• Graphing

• Simpsons Controls and Variables

• Potential & Kinetic Energy (PE = MGH) (KE .5 MV²

• Physics (V = D/T) (T= D/V) (D = V●T) (A= V/T)

Friction

• Heat Energy (Radiation / Conduction / Convection)

• Interactions

-Food Chain

Levels of Environmental Organization

-Predator/prey relationships

-Symbiotic Relationships

• Ecosystems

-Land

-Aquatic

• Rocks and Minerals

 

3 groups, and example of each

 

Rock Lab Pix and Information

title

Click to add text, images, and other content

title

Click to add text, images, and other content

FINAL AGENDA for 2014

Agenda 05/05/14 to 05/30/14

 

05/05/14                      Monday                       Dynamic Earth

                                    Review 4-1 “What is a Mineral” (pages 80-87)

                                    Video: "Geologists' Notebook: What Exactly are Minerals?"     

                                    Worksheet       What Exactly are Minerals?" (10)

                                    Minerals Review (10)

 

05/06/14                      Tuesday                       MOHS Hardness Scale (10)

                                    Mineral Identification: "Using Tables to identify and eliminate"                                        Group Project (29)

 

05/07/14                      Wednesday                  Dynamic Earth

                                    Read 4-2 “Uses of Minerals”  (pages 88-90)

4-2 Worksheet “Uses of Minerals”

Completing Statements: reviewing the Main Ideas 1-8 (2 pts. each)

 

05/08/14                      Thursday                      Dynamic Earth

                                    Read 4-3 “What is a Rock”  lesson (pages93-97) in class

                                    -4-3 Notes

 

05/09/14                      Friday 

                                    Hands on Minerals Lab (55)

                                    Rocks and Minerals Quiz (34)

 

05/12/14                      Monday                       Ch 4-4 "This Rock is on Fire!"

                                    Igneous Rocks lesson

                                    "Classifying Common Igneous Rocks" from packet (20)

 

05/13/14                      Tuesday                       Igneous Rock ID

                                    Check CCIR (20)

 

05/14/14                      Wednesday                 

All about Rocks and Minerals" -crossword puzzle

Read and review "The Rock Cycle" (on other side of crossword puzzle)

 

05/15/14                      Thursday                      Rocks and Minerals video

 

05/16/14                      Friday                          Ch 4-5 "Dust in the Wind, Dude"

                                    Sedimentary Rocks Lesson

                                    ""Classifying Common Sedimentary Rocks" from packet (15)

 

 

 

05/19/14                      Monday                       Field trip "Clinton River Watershed"

 

05/20/14                      Tuesday                       Sedimentary Rock ID

                                    Check CCSR (15)

 

05/21/14                      Wednesday                  Ch 4-6 "Under Pressure"

                                    Metamorphic Rocks Lesson

                                    "Classifying Common Metamorphic Rocks" from packet (21)

 

05/22/14                      Thursday                      Metamorphic Rock ID

                                    Check CCMR (21)

 

05/23/14                      Friday                          Rocks and Minerals Catch-up/Review

 

05/26/14                      Monday                       Rocks and Minerals Exam

 

05/27/14                      Tuesday                       FINAL EXAM REVIEW

 

05/28/14                      Wednesday                  FINAL EXAM REVIEW

 

05/29/14                      Thursday                      FINAL EXAM PART I

 

05/30/14                      Friday                          FINAL EXAM PART II                          

Ecosystems Agenda

Science Agenda for 04/14/2014 to 05/02/2014

04/14/2014      Monday           Ch 3:1 Land Ecosystems

                                                Packet pages 114-116 (33)

                                                Packet "Eco Tourism" (10)

                                                Packet "Know your Biomes" (21)        

 

04/15/2014      Tuesday           "Planet Earth: Grasslands" video

 

04/16/2014      Wednesday      Check packet work

 

04/17/2014      Thursday          Land Ecosystems Concept Map (10)

 

04/21/2014      Tuesday           "Planet Earth: Jungles" video

 

04/22/2014      Wednesday      Ch 3:2 Marine Ecosystems

                                                Packet pages 117-118 (22)

 

04/23/2014      Thursday          Ch 3:2  Freshwater Ecosystems

                                                Packet pages 119-120 (17)

                                                Packet page 135 Eco-Puzzle (10)

 

04/24/2014      Friday              Aquatic Ecosystems Concept Map (10)

 

04/28/2014      Monday           Check 3:2 and 3:3 packet work

 

04/29/2014      Tuesday           Ch 3 Review in class

                                                Ch 3 group review using concept maps

 

04/30/2014      Wednesday      Final review for CH 3

 

05/01/2014      Thursday          Ch 3 Exam

 

Interactions Agenda

Science Agenda for 03/17-03/21/2014

 

3/17     Monday:                       -Ch 1 pre-test

                                                -Pass out books:

                                                Ch 1 RATT

                                               

                                   

3/18     Tuesday                       -Ch 1:1 Everything is connected (pages 4-7)

                                                -Ch 1:1 Directed Reading WS: questions 4-12 (12)

 

 

3/19     Wednesday                  Ch 1:2 "Living things need energy" pages 8-13

                                                Ch 1:2 directed reading WS: questions 1-19 (20)

 

3/20     Thursday                      Energy Pyramid / Food Chain / Food Web project intro                                                            (35)

 

3/21     Friday                          Energy Pyramid / Food Chain / Food Web project work                                                           time (due Monday, 35 points)

 

03/24   Monday                       Gallery walk: Food Chain / Food Web / Energy Pyramids

 

03/25   Tuesday                       Ch 1:3 Types of Interactions: pages 14-19

                                                Ch 1:3 Directed reading WS: questions 1-16 (18)

 

03/26   Wednesday                  "Wolves of Yellowstone" video

 

03/27   Thursday                      "Wolves of Yellowstone" video continued

 

03/28   Friday                          "Survival is just a roll of the dice" game

                                   

 

 

Food Chain / Energy Pyramid rubric

Due Monday 3/23/2014

 

 

 

 

Name _____________________________________________        hr. ______

 

Rubric for Food Chain Project (7 level food chain)

 

_____/10         The animals/life forms/levels are in order (7 levels).

 

_____/25         Each animal/life form/level is labeled, and their role in the food chain is clearly identified.

 

_____/5           There is a picture of each animal/life form/level.  (Pictures can be drawn or off the internet.

 

_____/5           Neatness/presentation

 

____/45           Total

 

(attach this sheet to the project)

 

Rubric for Energy Pyramid (4 level energy pyramid)

 

_____/5           The animals/life forms/levels are in order (4 levels).

 

_____/10         Each animal/life form/level is labeled, and their role in the energy pyramid is clearly identified.

 

_____/5           There is a picture of each animal/life form/level.  (Pictures can be drawn or off the internet.

 

_____/5           Neatness/presentation

 

____/25           Total

 

(attach this sheet to the project)

 

 

 

 

Total for both portions _______/70

 

 

 

 

 

 

How to convert ratios to percentages

132 popped

28 unpopped

132:28

add 132+28 = 160

to find out percentage popped, divide 132 by 160

132/160 = 82.5 %

This means that the percentage of unpopped kernels is 17.5%.

 

Popcorn Lab outline

Scientific Method Format Sheet

 

Popcorn Lab    Name ________________________________ hr_______  __________/90

 

I.  Question / Problem / Item to explore:

 

Which method of popcorn preparation (conduction, convection or radiation) results in the highest yield (percentage of popcorn kernels popped)?

 

II. Prior knowledge / background information / research: (5) detailed!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

III. Hypothesis: (15) WHY!

 

My hypothesis is that the _________________________ method will result in the highest yield (% of popcorn popped).

 

I believe this because ______________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

 


IV. Experimental Section

A.        Materials:

 

1. Hot plate

 

2. Big Metal Pot w/lid (for conduction popcorn)

 

3. Popcorn Kernels (for conduction and convection)

 

4. Oil

 

5. 9 Large Bowls (for measuring mass, collection and for sorting)

 

6. Gram Scale

 

7. Hot Air Popper

 

8. Microwave

 

9. 4 Bags of Microwave Popcorn

 

10.  Calculator

 

11.  Napkins

 

 

B.         Procedure / Steps: (10) be detailed in explaining the steps!

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

7.

 

8.

 

 

C.        Test your hypothesis

 


Data Section / Data Display / Data Collection: (20)

 

Microwave Popcorn

 

 

Trial

Popped/ Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

         

2

 

 

3

 

               

4

 

 

AVG

 

 

 

 

Stove Top Popcorn

 

 

Trial

Popped/Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

 

2

 

 

3

 

 

4

 

 

AVG

 

 

 

 

Convection (Hot Air Popper)

 

 

Trial

Popped/Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

 

2

 

 

3

 

 

4

 

 

AVG

 

 

 

 

 

 

Graph & Analyze your data: (use “Create a Graph” (data analysis)

(15 points total, 5 points for each pie graph)

 


Conclusion: (20) Must be very well done and detailed to get 20

In conclusion my hypothesis was (correct / incorrect).

 

The data shows that ______________________(use numbers here to show what the data proved) ________________________________________________________________

________________________________________________________________________________________________________________________________________________ ________________________________________________________________________  ________________________________________________________________________

 

This data _____________________________ (supports / does not support) my hypothesis which was that   ___________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

(Re-state your hypothesis here)­

 

 

 

 

 

 

 

Agenda for 02/24/2014 to 03/12/2014

02/24/14          Monday           Intro to Heat Energy + RATT

 

02/25/14          Tuesday           Read Ch 6:2 “The Nature of Heat” in class

                                                (assign 6:2 from packet as well)

 

02/26/14          Wednesday      Read Ch 6:3 “Thermal Energy and States of Matter” pgs                                                           181-186

                                                6:3 Worksheet questions 1-10

 

02/27/14          Thursday          Review/Discuss 6:2 and 6:3 in class

 

02/28/14          Friday              Check 6:2 and 6:3 packet work

 

03/03/14          Monday           Complete Popcorn lab write-up outline

                                              Question

            Materials

          Procedure

          Hypothesis

          Build Data Chart

                                              Set-up Graph

 

03/04/14          Tuesday           Heat Energy Quiz (20)

 

03/05/14          Wednesday      Popcorn Lab (due 3/10)

 

03/06/14          Thursday          Popcorn Lab (due 3/10) (1/2/3 hours)

 

03/05/14          Friday              Popcorn Lab (due 3/10) (4/5/6 hours)

 

03/10/14          Monday           Heat Energy review

 

03/11/14          Tuesday           Heat Energy review

 

03/12/14          Wednesday      Heat Energy Exam (100)

Practice Quiz

Physics Pre-Test Quiz                  Name ____________________________ hr. ___  ______/15

You must show work.  1 pts for proper formula, 1 points for proper data in formula, 2 points for correct answer, 1 points for correct label)     

 

A car with a mass of 1.26 kg leaves point “A”, which is 13.6 meters high and travels 4.6 seconds before if hits point “B”, which is 29.3 meters away.  How much potential energy did the car have at the beginning of the trial, how much kinetic energy did it have at the end of the trial, and how many Newton’s force did the car hit the wall with?

 

PE = MGH

 

PE = (1.26 kg) (9.8 m/s²) (13.6 m)

 

PE =167.93 J

 

 

KE = (.5M) (V²)

 

KE = (.5) (1.26 kg) (V²)

 

V=D/T

 

V = (29.3M) / (4.6 s)

 

V = 6.37 m/s

 

V² = (6.37 m/s) (6.37 m/s)

 

V² = 40.58 m/s

 

KE = (.5)(1.26 kg) (40.58 m/s)

 

KE = 25.56J

 

 

F = MA

 

F = (1.26 kg) (A)

 

A= V/T

 

A = (6.37 m/s) / (4.6 s)

 

A = 1.38 m/s²

 

F = (1.26 kg) (1.38 m/s²)

 

F = 1.74N

 

Answer to Force

Balloon Rocket Lab Brackets

Congrats to the winners!

 

Physics Practice Problems

 

You must show work.  10 points total for each portion. 

2 pts for proper formula, 2 points for proper data in formula, 4 points for correct answer, 2 points for correct label)     

 

A car with a mass of 6.42 kg leaves point “A”, which is 3.6 meters high and travels 12.6 seconds before if hits point “B”, which is 13.1 meters away.  How much potential energy did the car have at the beginning of the trial, how much kinetic energy did it have at the end of the trial, and how many Newton’s force did the car hit the wall with?

PE = MGH

 

PE = (6.42kg) ( 9.8 m/s²) (3.6 m)

 

PE = 226.5 J

 

 

KE = (.5M)(V²)

KE = (.5M) (V²)

 

 

V=D/T

V= 13.1M / 12.6S

V = 1.04 M/S

 

 

V² =  (1.04) (1.04)

V² = 1.08

 

 

KE = ((.5)(6.42kg)) (1.08 m/s)

KE = 3.47 J

 

 

F = MA

F =( 6.42kg) (A)

 

A = V/T

A = (1.04 m/s) / (12.6s)

A = .08 m/s²

 

F = (6.42kg) (.08 m/s²)

F = .51N

 

 

Physics Practice            2014                Name_____________________________

SHOW WORK!!!

 

 

1.  What is the speed of a car that travels 350 km in 3hrs?  

 

 

 

 

 

 

 

  1. A vehicle travels 2345m in 210 s toward the evening sun. What is its velocity?

 

 

 

 

 

 

  1. What is the speed of a bus that travels 250.0 km in 2.00 hours?

 

 

 

 

 

  1. What distance will a car traveling 65 km/hr travel in 13.0 hrs?

 

 

 

 

 

 

  1. What distance will be traveled if you are going 120km/hr for 30min?

 

 

 

 

 

 

  1. How long will it take to go 3,150 km traveling at 50 km/hr?

 

 

 

 

 

 

 

 

  1. How long will it take to travel 230 km traveling 10 m/s?

 

 

 

 

 

 

9.  If a rocket travels 25600km in 3 hours, what is its speed?

Convert to m/s.

 

 

 

 

 

 

10.  A car travels 1240 km in 2.0 hrs and a sprinter travels a 100 m in 9.5 s. Which is traveling faster and by how much?

 

 

 

 

 

 

 

 

11.  What is the acceleration of a sprinter who finishes a race traveling 16m/s? She ran for 12 s.

 

 

 

 

 

 

 

 

 

 

 

12.  A vehicle goes from 5m/s to 45m/s in 8s. What is its acceleration?

 

 

 

 

 

 

 

13.  You drive a car from Milwaukee to Chicago in 195 min.  What is its velocity in km/hr and  speed in m/s?  Use 150km as your distance.

 

 

 

 

 

 

 

 

 

 

 

14.  How far will you go in 4 min traveling 60 km/hr?

 

 

 

 

 

 

 

 

 

 

 

15.  What is the acceleration of a vehicle that goes from a stand still to 60 m/s in 35 s?

 

 

 


 

 

16.  A car with a mass of .98 kg leaves point “A” and travels 6.1 seconds before if hits point “B”, which is 14 meters away.  How many Newtons force did the car hit the wall with?

 

(10 points)

 

 

 

 

 

Science agenda Feb

 

            Science Agenda for 01/30/14 to 03/02/14

 

 

01/30/14          Thursday          Maturation program with school nurse

 

01/31/14          Friday              Maturation program with school nurse

 

02/03/14          Monday           Maturation program with school nurse

 

02/04/14          Tuesday           Maturation program with school nurse

 

02/05/14          Wednesday      Balloon Rocket Lab (135) due Tuesday

 

02/06/14          Thursday          Balloon Rocket Lab (135) due Tuesday

 

02/07/14          Friday              Balloon Rocket Lab (135) due Tuesday

 

02/10/14          Monday           Balloon Rocket Lab (135) due Tuesday

                                               

02/11/14          Tuesday           Balloon Rocket Lab review/discussion

 

02/12/14          Wednesday      Physics Review

 

 

02/13/14          Thursday          Physics Review

 

02/18/14          Tuesday           Physics Exam part I (Velocity, Acceleration, Distance,                                                  Time & Force questions)

 

 

02/19/14          Wednesday      Physics Exam Part II  (Physics Lab Applications)

 

02/20/14          Thursday          Intro to Heat Energy + RATT

 

02/21/14          Friday              Read Ch 6:2 “The Nature of Heat” in class

                                                (assign 6:2 from packet as well)

 

2/24/14            Monday           Read Ch 6:3 “Thermal Energy and States of Matter” pgs                                                           181-186

                                                6:3 Worksheet questions 1-10

 

2/25/14            Tuesday           Review/Discuss 6:2 and 6:3 in class

 

02/26/14          Wednesday      Check 6:2 and 6:3 packet work

 

02/27/14          Thursday          Complete Popcorn lab write-up outline

                                              Question

            Materials

          Procedure

          Hypothesis

          Build Data Chart

                                              Set-up Graph

 

02/28/14          Friday              Heat Energy Quiz (20)

 

03/01/14          Monday           Heat Energy review

 

03/02/14          Tuesday           Heat Energy Exam (100)

 

 

 

 

Physics quiz answer key

 

Physics Quiz 1/22/14

 

name _______________ hr ____                   ______/35

 

(5 points each)

 

1.  What is the speed of a car that travels 175 km in 3hrs?  

 

v= d/t

v= 175 km/3 h

v=58.33 km/h

 

 

 

 

2.What distance will a car moving 65 km/hr travel in 3.0 hrs?

 

 

d= v●t

d= (65km/ hr)●(3h)

d= 195 km

 

 

 

 

3.  A car travels 139 km in 2.2 hrs and a truck travels a 195 km in 2.4 hrs. Which is traveling faster and by how much?

 

v= d/t

v= 139 km/ 2.2 hr

v= 63.18 km/ hr

 

v= 195 km/ 2.4 hr

v= 81.25 km/ hr

 

The truck was traveling faster by 18.07 km/ hr

 

 

 

 

Extra Credit

 

1. 9.8 m/s         2. 19.6 m/s       3. 29.4 m/s       4. 39.2 m/s       5. 49 m/s          6. 58.8 m/s

 

7. 68.6 m/s       8. 78.4 m/s       9. 88.2 m/s       10. 98 m/s

 

4.  You drive a car from Milwaukee to Chicago in 1.5 hours.  What is its velocity in km/hr?  Were you speeding? Use 175 km as your distance, and 80 km/h as the speed limit.

 

 

v= d/t

v= 175 km/ 1.5 hr

 

v= 116.6 km/ hr

SPEEDING

 

 

5.  What is the acceleration of a vehicle that goes from a 0 m/s to 35 m/s in 11 s?

 

A= (V2 - V1)/t

A= 35 m/s - 0 m/s / 11s

A= 35 m/s / 11s

A= 3.18 m/s ²

 

 

 

6.  A car with a mass of .074kg leaves point “A” and travels 4.1 seconds before if hits point “B”, which is 9.8 meters away.  With how many Newtons of force did the car hit the wall with?

 

(10 points)

 

F= MA

F= (.074 kg)●(A)

 

A= v/ t

 

v= d/t

v= 9.8m/ 4.1s

v= 2.39 m/ s

a= v/t

a=(2.39 m/s)/(4.1s)

a=.58 m/s²

F=M●A

F= (.074 kg)●(.58 m/ s²)

F=.04N

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

Car ramp lab notes

Car Ramp Lab Notes:

 

Mass of car must be in KILOGRAMS, not GRAMS!  

 

example:           42G = .042 KG

 

 

Height of ramp must be in METERS, not CENTIMETERS!

 

example:  30 CM = .3 M

 

Length of track is 2.75 M

 

 

HOW TO SOLVE FOR POTENTIAL ENERGY:

6th hour

 

PE=MGH

 

PE= (.038 KG) (9.8 M/S²) (.24M)

 

PE = .09 J        (.089376)

 

Car Ramp Lab Questions

Name ________________________________ hr. ____________  ________/50

 

Car Ramp Lab Questions

THESE ANSWERS ARE WORTH 10 POINTS EACH.  TO GAIN FULL CREDIT YOU MUST ANSWER AS COMPLETELY AND DETAILED AS POSSIBLE.

 

  1. What three factors go in to determining the potential energy that a car has on a ramp? 

 

 

 

Which is the most important of the three?

 

 

  1. How did Gravitational Potential Energy affect the velocity of your car?

 

 

 

 

Was there anything that you could have done to your car to make it go faster?

 

 

 

 

  1. How did friction affect cars in this lab?

 

 

 

 

 

  1. How would the results of this lab be different if we were on the moon?

 

 

 

 

 

5.  What are some examples of human error that could have occurred during this lab?

 

 

 

 

EXTRA CREDIT! (10 points)

 

Calculate the force that your car hit the book at the end of the ramp with on your fastest trial.  You must show all work.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Gandalf Conservation of Energy

Physics notes

Review

Useful Physics Website

http://www.physicsclassroom.com/class/energy/u5l1b.cfm

 http://www.physicsclassroom.com/Class/

 

Check this page out.  It has instructional units for everything we do in class.  It's geared toward HS, but the concepts are still the same as those we use.

Science Agenda for 12/16 to 12/20/2013

12/16   Monday    

Velocity and Acceleration practice quiz and review

            

12/17   Tuesday                                              

Velocity / Distance / Time / Acceleration worksheet (22)

  

12/18   Wednesday     

Basic Physics Review (Laws of Motion – review sheet)

                                   

12/19   Thursday         

Velocity / Distance / Time / Acceleration quiz

 

12/20   Friday          

Potential Energy (PE) and Kinetic Energy (KE)

   

 

Physics Notes from board 12/12/13

Agenda for 12/02 to 12/13/13

Science Agenda 12/02-12/13

12/02   Monday           Measure 8 things (continued)

                                    Review of measure 8 Things

                                    Check GC practice Worksheets

            

12/03   Tuesday           Volume of Liquids / VOISO Lab (30)

 

12/04   Wednesday      Volume of Liquids / VOISO Quiz (30)

 

12/05   Thursday          Open measurement practice/lab/review

                                    Metric Measurement review sheet (30)

 

12/06   Friday              Metric Measurement “Clicker” Test (48)

 

12/09   Monday           Check/Review All Measurement review sheets (30)

                                   

 

12/10   Tuesday           All Measurement Exam (120)

         

12/11   Wednesday      Physics Pre-Test

 

 

12/12   Thursday         Physics Notes (Newton’s Laws of Motion)

                                    -Which Law is it? / Predict the Motion (worksheet)

                                    -Newton’s laws (worksheet)

 

12/13   Friday              Kinetic Energy / Potential Energy / Velocity      

                                    -Rate a Bounce Lab (27)

 

Agenda for November 4- November 15

Science Agenda for 11/04/2013 to 11/15/2013

AREA

11/04   Monday           "Measure 8 Things: Area" (8)

                                    "AP #1/AP#2" (20)

11/05   Tuesday          No School, Election Day

11/06   Wednesday      Measure the area (20)

11/07   Thursday          Area Lab (20)

11/08   Friday              Area Test (25)

VOLUME

11/11   Monday           "Measure 8 Things: Volume" (8)

                                    "Volume of Cubes and Cuboids" (12)

                                    "Volume Worksheet" (8)

11/12   Tuesday           Check/review worksheets for understanding

11/13   Wednesday      Volume Lab (20)

11/14   Thursday          Volume Test (25)

11/15   Friday             NO SCHOOL

 

Assessment Review Reinforcement (ARR)

"ARR" Scientific Method Due Monday, 10/28/13          total points earned _________________

Assessment, review reinforcement                Name:                                                       

                                                                             Date/Hr:                                                     

Go over your assessment.  Type up corrections (why your answer was wrong, what the correct answer was) for any incorrect problems on a separate sheet of paper.  When completed, answer the following questions.  Include appropriate signatures to receive credits towards your assessment (1 point for each ARR.  4 points total for this sheet, .5 each for questions 2-9). 

 

1.       Type up ARR, staple to this sheet.

2.     What score did you receive on the assessment?  _______/ _______

3.     Do you think this was a good reflection of how well you studied?  Explain:                                                                                                                                                                                                                                                                                    

 

4.    How many days in the week before the assessment (check your agenda) did you come to Academic Support?                                                                                     

 

5.     Do you think you should have come more, why or why not?                                                                                                                                                                                                                                                                                                  

 

6.    What did you do to prepare for the assessment, list all means of preparation:                                                                                                                                                                                                                                                                     

 

7.     Did you share with your parent that you had an assessment and were preparing for it?  Why or why not?                                                                                                                                                                                                                                                                                                                                             

 

8.     What will you do differently for the next assessment?                                                                                                                                                                                                                                                                                                                        

 

9.    Please explain how you shared your results with a parent, what was their response?                                                                                                                                                                                                                                                                                                                                                                                                 

 

10.  Student Signature:                                                                                                        

 

Parent Signature:                                                                                                              

 

Paper Airplane Lab write-up outline (cut/paste)

Name _____________________________________________ Hour ___    ____/100

Mr. Weiand’s Science Class                 Paper Airplane Lab

Part I.  Question:

 

Which will fly farther, a paper airplane made out of construction paper, or a paper airplane made out of computer paper?

 

Part III.  Hypothesis (detailed!): _____/ 20

______________________________________________________________________________

______________________________________________________________________________

 

 

Part V. Record and Analyze Data: ____/20 (10 pts for each set)

TEST #1 Computer paper

 

 

Trial

Computer paper (M)

Construction paper (M)

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 

Average

 

 

 

Notes on Computer Paper Trials:

·______________________________________________________________________

·_______________________________________________________________________

·_______________________________________________________________________ ·_______________________________________________________________________

Notes on Construction Paper Trials:

·______________________________________________________________________

·_______________________________________________________________________

·_______________________________________________________________________ ·_______________________________________________________________________

 

 

Part VI.  Graph _____/20

Make a graph to express the data in the tables on an attached sheet of graphing paper.

 

 

 

 

 

Part VII. Conclusion  ____/40

  1. Was your hypothesis correct? ______________________________________

 

State your conclusion here.  Be sure to be very detailed, referring to DATA that you recorded in this experiment.  Use your scientific method notes to help you if you have trouble writing this out.

____________________________________________________________________________________________________________________________________

_________________________________

_________________________________

_________________________________

____________________________________________________________________________________________________________________________________

_________________________________

_________________________________

_________________________________

 

 

Agenda for 10-14 to 10-30 2013

10/14   Monday           Intro to Paper Airplane Lab (100) DUE TYPED MONDAY 10/21

10/15   Tuesday           Begin Paper Airplane Lab (100) DUE TYPED MONDAY 10/21

10/16   Wednesday      Paper Airplane Lab (100) DUE TYPED MONDAY 10/21

10/17   Thursday          Paper Airplane Lab (100) DUE TYPED MONDAY 10/21

10/18   Friday              Computer Lab for Paper Airplane Lab/Finish Lab

                                     DUE TYPED MONDAY 10/21

10/21   Monday           Review Paper Airplane Lab / Airplane Awards

10/22   Tuesday           Review of Scientific Method Steps and Procedure

10/23   Wednesday      Review of Controls and Variables

10/24   Thursday          Scientific Method Exam (150)

10/25   Friday              Intro to Measurement / Clicker Pre-Test

10/26   Monday           Matter / Measurement Notes

10/27   Tuesday           "Measure 8 Things: Length" (8)  Measurement Practice

                                    "Meet the Millimeter" (6)  "Jenny and Jim's Hardware Store" (9)

10/28   Wednesday      Length Lab (20)

10/29   Thursday          Length Test (20)

10/30   Friday              Intro to Area   

 

Skittles Lab

Skittles  Lab    Names ______________/_______________   ____/46  ____hr

Materials: (2)

  •  
  •  
  •  

Part I.  Problem / Question: (2)

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part II. Research / Prior Knowledge: (2)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part III. Hypothesis: _____/5 (DETAILED!)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part IV. Experiment / Test your Hypothesis: (5)

How will you complete this experiment?  Be specific.

Step 1: _________________________________________________________________

Step 2: _________________________________________________________________

Step 3: _________________________________________________________________

Step 4: _________________________________________________________________

Step 5: _________________________________________________________________

Step 6: _________________________________________________________________

Step 7: _________________________________________________________________

Step 8: _________________________________________________________________

 

Part V. Record and Analyze Data: ______/10

Our bag:

Skittles by Color:

Color               # in bag                        % in bag

Green

Orange

Yellow

Purple

Red

Total in bag                                          100%

 

Group totals:

Percentage of Skittles by Color:

Color             Group               _____________                     AVG (add up 1-5 then divide by 5)

Green   %                                            

Orange %                                           

Yellow %                                           

Purple  %                                            

Red %                                                 

Total # in bag                                      

 

 

 

 

 

 

Class Average

Color               %  in bag         

Green              

Orange            

Yellow            

Purple             

Red                 

TOTAL in BAG           (THIS IS A TOTAL, NOT A PERCENTAGE!)

 

Part VI. Graph: _____/10

(go to “Create a Graph” and make a double bar graph for your data and class averages.)

 

Part VII. Conclusion: _____/10

"In conclusion, my hypothesis was _____________.   The data showed ______________ ____________________________

Drops on a Penny Lab

Name _______________________ hr. ____        _______ / 40

 

Drops on a Penny Lab

 

Question: Which side of a penny will hold the most drops of water?

 

(2) Hypothesis:

I think the ____________ side of a penny will hold the most drops of water.

 

Materials:

Penny                           Eyedropper                  Water               Paper Towels

 

Procedure:

 

  1. Place a penny on a flat surface, heads side up.
  2. Use the dropper to drop water on the penny, one drop at a time.
  3. Count the number of drops until the water spills over the edge of the penny.
  4. Record your data on a table.
  5. Graph your data on a BAR graph.
  6. Repeat steps 1-5 for a total of 5 trials (be sure to find the average # of drops)
  7. Repeat steps 1-6 with the tails side of a penny.

 

 

 

 

Data (10)

 

Number of drops held by a penny HEADS vs. TAILS

 

 

 

Trial

Heads

Tails

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

Average

 

 

 

 


 

Data Analysis: (3)

Did you get the same data each time you performed the investigation? ______________. 

 

Why or why not?

______________________________________________________________________________________________________________________________________________________________

 

(2)  Compare your results to the results of your classmates.  Did everyone in the class get the same results?  ____________________________________________

Why or why not? ___________________________________  ________________________________________________________________________________________________________________________________

 

(3) What types of things might have changed from group to group to cause differences in data?  List at least 3 things.

 

  1. ___________________________________
  2. ___________________________________
  3. ___________________________________

 

Conclusion Questions:

 

 (2)Things that may change during an experiment are called __________________.

 

(2) Things that are kept from changing during an experiment are called ______________

 


 

 

Group

Head Average

Tails Average

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 

11

 

 

12

 

 

13

 

 

14

 

 

15

 

 

16

 

 

17

 

 

18

 

 

19

 

 

20

 

 

21

 

 

22

 

 

23

 

 

24

 

 

25

 

 

26

 

 

Class Average

 

 

 

 

Paper Airplane Lab Write Up MUST BE TYPED

Names ________________/________________/________________ Hour ___    ____/100

Mr. Weiand’s Science Class                 Paper Airplane Lab

 

Part I.  Question:

 

Which will fly farther, a paper airplane made out of construction paper, or a paper airplane made out of computer paper?

 

Part II. Collect Information:

 

See what you know about paper airplanes based on your past experiences to determine what type of paper will help make a paper airplane fly the furthest.

 

Part III.  Hypothesis: _____/ 20

 

______________________________________________________________________________________________________________________________________________________________________________

Part V. Record and Analyze Data: ____/20

 (5 pts for each set)

TEST #1 Computer paper

  

Trial

Computer paper (M)

Construction paper (M)

1

 

 

2

 

 

3

 

 

4

 

 

5

 

 

6

 

 

7

 

 

8

 

 

9

 

 

10

 

 

Average

 

 

 

 

Notes on Computer Paper Trials:

·______________________________________________________________________

·_______________________________________________________________________

·_______________________________________________________________________ ·_______________________________________________________________________

 

Notes on Construction Paper Trials:

·______________________________________________________________________

·_______________________________________________________________________

·_______________________________________________________________________ ·_______________________________________________________________________

Part VI.  Graph _____/20

Make a graph to express the data in the tables on an attached sheet of graphing paper.

 

 

 

 

Part VII. Conclusion  ____/40

  1. Was your hypothesis correct? ______________________________________

 

State your conclusion here.  Be sure to be very detailed, referring to DATA that you recorded in this experiment.  Use your scientific method notes to help you if you have trouble writing this out.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________

 

Matter / Metrics Notes

 

Matter

 

Everything is made of?                       Matter

 

 

General properties

of Matter include

(4) things                                           Mass, Weight, Volume, Density

 

 

Mass                                                 The amount of matter in an object.

Mass does not change when you move an object from one place to another.

 

Ex.                                                    You look the same on Earth as you would the Moon.                                                             You still have the same amount of matter in your body.

 

 

Unit of Measurement             Grams (g) Kilograms (Kg)

 

 

Tools                                     Gram Scale (digital)

 

 

Inertia                                                The tendency of an object to resist any change in its motion. Mass is a measure of the inertia of an object.

 

Ex.                                                    The more mass an object has, the more inertia it has. An empty shopping cart is easier to start and stop than a full one which has more mass in it. Think about a train

 

 

Weight                                              The amount of force of gravity on an object. Your weight can change depending on where you’re at.

 

Ex.                                                    If you only weigh 100 pounds (45 Kilograms) on Earth, you will you will only weigh 16 pounds (7 Kilograms) on the Moon. You will still look the same, however, gravity is not as strong and will not pull down on you as much.

 

 

 

 

 

 

 

 

 


Volume                                             The amount of space an object takes up.

 

Ex.                                                    You can calculate the volume of a regular shaped object by taking its Length multiplied by Width multiplied by Height (V = L x W x H)

 

 

Unit of Measurement             Liters (L) Milliliters (mL) or Centimeters3 (cubed) cm3

 

 

Tools                                                 Metric Ruler – used to calculate the volume of a regular-shaped object like a textbook

 

Graduate Cylinder – used to calculate the volume of a irregular (odd) shaped object.

 

 

Meniscus                                           The bottom of the curve in the liquid in a graduate cylinder. You read from the bottom of the meniscus

 

 

Density                                              The amount of matter in an object (mass) based on its volume (space it takes up)

 

Formula for calculating Density           Density = Mass/Volume (D = M/V) (The ‘/’ means divided by)

 

 

Unit of Measurement             g/cm3 (Means grams (mass) divided by centimeters cubed (volume)

 

 

Gravity                                              The attracting force exerted by every object on every other object. The pull of smaller objects we don’t feel, however, the pull of the large Earth we can. The larger planet Jupiter has a gravitational pull of over two and a half times that of Earth

 

Unit of Measurement             9.8 m/s2 which means 9.8 meters per second squared.

 

 

 

Physical properties of Matter             Characteristics of a material that can be observed such as taste, color, size, and shape

 

Length                                               A measured distance

 


Unit of Measurement             Centimeter (cm) Meter (m) Kilometer (km)

 

Tools                                     Metric ruler, Metric tape measure

 

 

 

English System                                   A measurement system used in the U.S. for common measurements

 

 

 

SI                                                      System International (Metric System). Developed by scientists over 200 years ago to create a standard system of measurement. Used by every major country in the world

 

Ex.                                                    Meter, Liter, Gram

Area and Volume

 

 11/05 Metric System Challenge WS (10) / review of the notes/                                   Measure 8 Things: Length (8) / Jenny and Jim's Hardware store (9)

11/06 /  In-service / Election Tuesday

11/07 Length Lab (20) / / Meet the millimeter (6)

11/08 Length Quiz (25)

11/09 Measure 8 Things: Area (8) / AP#1 / AP#2 (20)

 

 

Monday 11/14 :Area Notes

 Measure 8 Things

Tuesday 11/15: AP #1 and AP #2 (20)

Wednesday 11/16 : Area  Lab(20)

Thursday 11/17 : Measure these Rectangles (20)

Friday 11/18 : No school 

 

Monday 11/21 : Area Review / Practice

Tuesday 11/22  : Area Test (30)

Wednesday 11/23 -Sunday 11/27  NO SCHOOL:

 

Monday 11/28  :Volume intro / Notes

Measure 8 things

Tuesday 11/29: Volume Worksheet (20)

Wednesday 11/30 : Volume Lab (20)

Thursday 12/01 :  Volume Review

Friday 12/02 : Volume Test  (30)

Volume and Density

Science

11/19 Volume Lab (30) / Check Volume of Cubes and Cuboids (20)

11/20 Volume Quiz (25)

11/26 Density Notes / Measure 6 things

11/27 Density Lab (30) / Density Worksheet (21)

11/28 Density Cube Lab + Table & Graph (30)

11/29 Density Quiz (30)

11/30 Intro to Volume of Liquids (notes) / Measure 8 Things

Agenda for 10/21 to 10/25 2013

Monday 10/21: Scientific Method Labs Review

Tuesday 10/22 Sceitific Method Review

Wednesday 10/23 Scientific Method Test Part I

Thursday 10/24 Scientific Method Test Part II

Friday 10/25

Monday 10/28 Metric Measurement Intro (clickers)

Tuesday 10/29 Matter Cornell Notes (due at end of unit)

Wedesday 10/30: Prefix and Root (16) / Skill Measuring(10)

Thursday 10/31  States of Matter Crossword (12)

                           Metric System Challenge (10)

Friday 11/01:  Metrics Quiz (20)

Monday 11/04: Intro to length

Physics Notes / Formulas

Formulas:

 

Velocity = D/T (distance / time)

 

Distance = V (T)   (velocity ● time)

 

Time = D/V   (distance / velocity)

 

Acceleration = V/T (velocity / time)

 

Acceleration of already moving objects= (V2-V1) / T

 

Force = MA    (mass ● acceleration)

 

Mass is measured in grams units (kilograms)

 

Distance is measured in meters (centimeters)

 

Velocity is expressed in meters per second (m/s)

 

Acceleration is expressed in meters per second squared (m/s²)

 

Time:    1hr = 3,600s

 

How to measure force

 

Force = M ● A (force is measured in Newton’s)

 

F = M (mass measured on a gram scale ● A)

 

F = M ● A (acceleration is v/t) (velocity / time)

 

F = M ● (V/T)

F = M (X m/s / X s)

 

F = M (m/s²)

 

F = X Newton’s

 

Force is measured in Newton’s

 

Newton= (KG● m/s²)

NEWTONS LAWS OF MOTION

First Law

The first law says that an object at rest tends to stay at rest, and an object in motion tends to stay in motion, with the same direction and speed. Motion (or lack of motion) cannot change without an unbalanced force acting. If nothing is happening to you, and nothing does happen, you will never go anywhere. If you're going in a specific direction, unless something happens to you, you will always go in that direction. Forever.

You can see good examples of this idea when you see video footage of astronauts. Have you ever noticed that their tools float? They can just place them in space and they stay in one place. There is no interfering force to cause this situation to change. The same is true when they throw objects for the camera. Those objects move in a straight line. If they threw something when doing a spacewalk, that object would continue moving in the same direction and with the same speed unless interfered with; for example, if a planet's gravity pulled on it (Note: This is a really really simple way of descibing a big idea. You will learn all the real details - and math - when you start taking more advanced
classes in physics.).

Second Law

The second law says that the acceleration of an object produced by a net (total) applied force is directly related to the magnitude of the force, the same direction as the force, and inversely related to the mass of the object (inverse is a value that is one over another number... the inverse of 2 is 1/2). The second law shows that if you exert the same force on two objects of different mass, you will get different accelerations (changes in motion). The effect (acceleration) on the smaller mass will be greater (more noticeable). The effect of a 10 newton force on a baseball would be much greater than that same force acting on a truck. The difference in effect (acceleration) is entirely due to the difference in their masses.

Third Law

The third law says that for every action (force) there is an equal and opposite reaction (force). Forces are found in pairs. Think about the time you sit in a chair. Your body exerts a force downward and that chair needs to exert an equal force upward or the chair will collapse. It's an issue of symmetry. Acting forces encounter other forces in the opposite direction. There's also the example of shooting a cannonball. When the cannonball is fired through the air (by the explosion), the cannon is pushed backward. The force pushing the ball out was equal to the force pushing the cannon back, but the effect on the cannon is less noticeable because it has a much larger mass. That example is similar to the kick when a gun fires a bullet forward.

 

 

Clinton River Watershed

 

 

Ch 3 ECS Notes

Ch 3-1 ECS NOTES

erosion:

 sediment:

deposition:

gravity:

mass movement:

 

4 types of mass movement-

1. landslides:

 

2. mudslides:

 

3. slump:

 

4. creep:

 


Ch 3-2 Water Erosion

runoff:

rills:

gully:

stream:

river:

The amount of runoff in an area depends on these 5 factors:

1.

2.

3.

4.

5.

tributary:

drainage basin:

divide:

flood plain:

meander:

oxbow lake:

 


 

Ch 3-3 Force of Moving Water

Energy:

Potential Energy:

Kinetic Energy:

How does gravity affect the potential energy that a stream of river may have?

 

abrasion:

 

What factors affect how much sediment it erodes?

 

friction:

 

turbulence:

 


 

Ch 3-4 Glaciers

glacier:

continental glacier:

valley glacier:

ice ages:

what are the two processes by which glaciers erode land?

 plucking:

abrasion:

describe glacial deposition:

till:

moraine:

terminal moraine:

draw a picture of a continental glacier

 

draw a picture of a valley glacier


 

CH 3-5 Waves

What causes waves to form?

 

 

At what point do waves grow in size as they approach the beach?

 

 

 What causes the wave to slow down?

 

What are 3 features created by wave erosion?

a.

 

b.

 

c.

Deposition:

 

Beach:

 

longshore drift:

 

spit:


CH 3-6 Wind

 

T/F

Wind is the strongest agent of erosion.  ______

 

 

What is the main way that wind causes erosion?

 

How?

 

 

Loess:

 

Dune:

 

Deflation:

 

Which region of the United States has the largest loess deposits?

 

Why?

 

 

 

Agenda

Science  Agenda for 4/22- 5/03 /2013

4/22     Monday                       CH 3 Intro /RATT

 

4/23     Tuesday                      CH 3-1 “Changing Earth’s Surface” (pages 66-69)

                                                CH 3-1 Notes

                                                GS 3-1 (14 points)

 

4/24     Wednesday                 CH 3-2 “Water Erosion” (pages 72-81)

                                                Ch 3-2 Notes

                                                GS 3-2 (31 points)

 

4/25     Thursday                      CH 3-2 “Water Erosion” (pages 72-81) continued

 

4/26     Friday                          CH 3-3            “Force of Moving Water” (pages 85-88)

                                                CH 3-3 Notes

                                                GS 3-3 (20 points)

 

 

4/29     Monday                       CH 3-4            “Glaciers” (page 89-93)

                                                CH 3-4 Notes

GS 3-4 (27 points)

                                               

 

4/30     Tuesday                       CH 3-5 “Waves” (pages 94-97)

                                                Ch 3-5 Notes

                                                GS (14 points)

 

5/01     Wednesday                  CH 3-6 “Wind” (pages 98-100)

                                                CH 3-6 Notes

                                                GS 3-6 (12 points)

                                                Wordwise (20 points)

 

5/02     Thursday                      Ch 3 review

 

5/03     Friday                          Ch 3 Sections 4-6 Quiz (72 points)

 

Ch 4 ECS Notes

Ch 4-1 Fossils

Fossils:

 

When do most

Fossils form?

 

Paleontologists:

 

In which type

Of rock do we

Find fossils?

 

Petrified fossils:

 

Mold:

 

Cast:

 

Carbon film:

 

Trace fossils:

 

What clues do

Fossil footprints

Provide?

 

What are some other       

Ways that animal

Remains can be            

Preserved?

 

Evolution:

 

Extinct:

 

What are 3                               1.

Other things that

 Paleo’s use fossils for?             2.

(pg. 112)

                                                3.

 

 

 

 

 

Ch. 4-2 Relative age of rocks

 

What is the difference between relative age

nd absolute age?

 

 

 

Explain what the“Law of superposition”is.

 

 

 

Extrusion:

 

 

 

Intrusion:

 

 

 

Fault:

 

 

 

How do gaps in

the geologic record

Happen?

 

 

 

Index fossil:

 

 

 

Why are index

Fossils important?

 

 

 

 

What is a                               A trilobite is an index fossil.  It only exist

Trilobite?                                  Cambrian period.  Therefore, any fossil found in rock where Trilobites are present must be from the Cambrian period.

 

Ch 4-4 GTS

Order of time

What are                      Era: Longest division of time.        

The 4 eras?                  *3 Eras:

                                      *Precambrian (actually a “time”)          

                                      1. Paleozoic

                                      2. Mesozoic                        

                                      3. Cenozoic- Today (age of mammals)

 

 

 

What is a                     Period: division of time within an era.

Period?                        -many of the names of period come from   the places of the world

                                    Where scientists first found fossils from that time. (Latin)

 

 

Ch 4-5

Precambrian        -Very basic life forms

Earth:                  - The longest time measures

                            - Earth forms

 

 

Paleozoic            - A lot of new organisms were formed.

Era:                     - Animals lived in the sea.

 

 

 

What period       Devonian Period.

Is called the        -fish now have jaws, scaled, and skeletons

“Period of

Fishes?”

 

 

 

When did            Devonian.

Amphibians       - an animal that lives part of its life on land and part in water.

Appear?

 

 

 

How did the         Lots of trees (pine trees)

Carboniferous      - eventually turned into coal and oil.

Period get

Its name?

 

 

Mass                  1. At the end of Precambrian                          

Extinctions        2. At the end of Paleozoic (Permian period)-95% of life in oceans extinct

                          3. At the end of Mesozoic (Cretaceous)

                          4. ?

CH 2-1 Notes

Section 1 Rocks and Weathering

 

Define:

 

Weathering: 

 

Erosion:

 

Mechanical Weathering :

 

 

Ice Wedging :

 

Chemical Weathering:

 

Permeable: 

 

Factors of weathering:

 

Water: _

 

Oxygen:

 

Carbon Dioxide:

 

Living Organisms:

Ch 2-2 Notes

soil:

How does soil form?

bedrock:

What Makes up soil?  Soil is a mixuture of ...

How do we classify the particles of rock in soil?

By Size:  Draw examples:

Humus:

What type of soil holds alot of water?

What is loam?

Soil Horizon:

topsoil:

sunsoil:

bedrock:

 

What effects the rate of soil formation?

 

Which weathers rock the fastest; warm/rainy climates or cold/dry climates and WHY?

 

How do soil organisms form soil?

 

litter:

 

decomposer:

How do each of the following effect soil?

-fungi / bacteria

-earthworms

-burrowing mammals

What are the main soil types in the United States?

CH 2-3 Notes

Ch 2-3 Soil Conservation

 

Sod:

 

 

What can be done to prevent erosion of soil??

 

 

What does it mean for soil to be “fertile”?

 

 

List some ways that soil can be lost:

 

EXPLAIN

 

A.

 

 

 

 

B.

 

 

How did human interaction with the environment cause the “Dust Bowl”

 

 

 

 

What happened naturally to cause the “Dust Bowl”

 

CH 4-6 Metamorphic Rocks

4-6 Metamorphic Rock Notes

Pg. 105

 

Define Metamorphism:            

 

What kind of rocks can form     1.

Metamorphic rocks?                

                                                    2.

 

                                                    3. 

 

The combination of heat and   

Pressure may cause minerals

In rocks to separate into layers.

[*Draw picture]

 

How do we classify metamorphic

Rocks?

 

 

Name and describe each group 1.

of Metamorphic rocks

 

 

                                                  2. 

 

Name 3 metamorphic rocks       

1.Chalk                                 

2.                                            

3. _____________________

And the rock that each came  from       Marble                                                                       

______                        _______________________

_________               ____________________________

 

 

How does pressure change Rocks?                                  à

 

 

Which are usually more dense,

metamorphic rocks or sedimentary rocks?

 

 

Why?

 

Ch 4-5 Sedimentary Rocks

Ch 4-5 Sedimentary Rocks

4-5 Sedimentary Rocks

Pg. 101- 104

 

 

What are sedimentary

rocks? (see page 94 in the test)

 

 

What are the three                                           1.

categories of sedimentary        

rocks?                                    

   2.

 

           

                                                                          3.

 

Below, give examples of

sedimentary rocks

 

Type                             Name                             Where found

1. Organic                    A. Limestone                 Ocean Floor

                                      B.

 

2.                                   A.

                                      B.

 

3.                                   A.

 

CH 4-4 Igneous Rocks

Igneous Rocks Notes ( CH 4-4)

 

2 ways to classify Igneous               1.

Rocks 

                                                              2.

 

 

 

4 basic types of textures                   1.

                       

                                                               2.

                                               

                                                               3.

                                   

                                                               4.

 

 

2 groups of Igneous rocks

[Where are they formed?]                1.

 

                                                               2.

 

 

3 examples of Igneous rocks

+ describe.                                            1.

 

                                                                2.

 

                                                                3.

Densities of Minerals

 In grams per cubic centimeter!

1.         Calcite              2.7                        

2.         Galena              7.5       g/cm  ³

3.         Graphite                       2.3          

4.         Quartz                          2.7                                          

5.          Hematite                      5.3                           

6.         Magnetite                     5.5

7.           Talc                            2.75          

8.         Sulfur                           2.1                

9.       Diamond                        3.5

 

 

CH 4-3 Notes

Ch 4-3 What is a Rock?

rocks:     -building blocks of the earth

      - a hard substance that is composed of 1 or more minerals.

      - rocks do not always have substances that are classified as minerals in them.

 What are the 3 rock groups?

    1.  Igneous

    2.  Sedimentary

    3.  Metamorphic

IGNEOUS:  rocks formed from magma which has cooled within the earth or from lava which has cooled above the earth's surface or ocean surface.

2 CLASSIFICATIONS OF IGNEOUS ROCKS:

1.  Intrusive: rocks formed from within the earth’s crust. (magma inside the earth’s crust)

2. Extrusive: rocks formed from lava (outside the earth’s crust)

 

SEDIMENTARY:   rocks formed from particles that have been carried along or deposited by wind and water.  Over time, these particles become pressed or cemented together to form rocks.

3 CLASSIFICATIONS OF SEDIMENTARY ROCKS:

1. Clastic: rocks made up of the fragments of previously existing rock.

2. Organic: rocks formed from living things or the remains of living things.

3. Chemical: rocks formed from chemical processes or the deposits left over when a sea or lake dries up.

 

METAMORPHIC:  rocks formed by great heat and pressure which causes existing rocks to turn into new kinds of rocks.  These "new" rocks have different physical and chemical properties than the rocks they were formed from.  The root "morph" means "to change".

2 CLASSIFICATIIONS OF METAMORPHIC ROCKS:

1. Foliated : rocks in which the crystals are arranged in parallel layers or bands and break along these layers.

2. Unfoliated: rocks in which the minerals are NOT arranged in layers or bands and do NOT break into layers.

 

 

Geologic Time ( Ch 4-4 Notes revised

What are the              

Times, Eras, Reriods

and Epochs?                 

IN ORDER! 

 1. Precambrian (actually a “time”)        

            2. Paleozoic Era

 3. Cambrian Period

                                     4. Ordovician

                                     5. Silurian

                                     6. Devonian

                                     7. Carboniferous -

                                      Mississippian                                                             

                                      8.   Carboniferous – Pennsylvanian  

                                     9. Permian

Write the name           10. Mesozoic Era

of a living                      11 . Triassic

organism from            12. Jurassic

that period                     13. Cretaceous

next to each                  14. Cenozoic Era

One.                             15. Teritary

                                     16. Quaternary

 

 

Agenda 3/11 - Spring Break

Science Agenda for 3/11 -3/28 /2013

3/11     Monday:           Mineral Research (computer Lab)        

                                   

3/12     Tuesday           Mineral Research (continued, short PM schedule)

 

3/13     Wednesday      Mineral ID Lab

 

3/14     Thursday          CH 4-3 “What is a Rock?” p 93-97
                                    CH 4-3 Cornell Notes

                                   

3/15     Friday              CH 4-4 “Fluid and Fire: Igneous Rocks” p 97-100

                                    CH 4-4 Cornell Notes

                                    Igneous Rocks “pass around”

Work packet "Classifying Common Igneous Rocks" (20)

                       

3/18     Monday           Igneous Rocks (continued)

 

3/19     Tuesday           CH 4-5 “Slowly Built Layers: Sedimentary Rocks” p 101-104

                                    CH 4-5 Cornell Notes

                                    Sedimentary Rocks Pass Around

Work Packet "Classifying Common Sedimentary Rocks" (15)

 

3/20     Wednesday      Sedimentary Rocks (continued)

 

3/21     Thursday          CH 4-6 “Changes in Form: Metamorphic Rocks” p 105-107

                                    CH 4-6 Cornell Notes

                                    Metamorphic Rocks Pass Around

                                    Work Packet "Classifying Common Metamorphic Rocks" (21)

 

3/22     Friday              Metamorphic Rocks (continued)

 

3/25     Monday           Rock ID LAB (with rotating stations)

 

3/26     Tuesday           Rock ID LAB (continued)

 

3/27     Wednesday      ROCK ID QUIZ (45)

 

3/28     Thursday          Rock Catch-up / Individual Lab & Quiz make up

 

Mineral ID / Characteristics

1.         Calcite                                     

2.         Galena                         

3.         Graphite                      

4.         Quartz                                                

5.          Hematite                                  

6.         Magnetite  

7.           Talc                             

8.         Sulfur                          

9.       Diamond

 

Science Agenda for 5/13 to 5/23/2013

Science  Agenda for 5/13 to -5/23/2013

5/13     Monday           -Ch 4-1 “Fossils” (pages 106-112)

                                    -Ch 4-1 GS (32)                      -Fossil Wheel  

 

5/14     Tuesday           Blood on the Tracks” video and lesson

                                    Introduce the Geologic Timeline Project (50) due 5/31

 

5/15     Wednesday      Ch 4-2 “Relative age of Rocks, the Law of Superposition”

(pages113-117)          

                                    Ch 4-2 RR (16)      -Ch 4-2 Notes       -“Real World Lab” (20)

 

5/16     Thursday          Ch 4-3 “Radioactive dating of Rocks” (pages 119-122)

                                    Ch 4-3 RR (10)

                                   

5/17     Friday              Ch 4-4 “Geologic Time Scale”

                                    Ch 4-4 RR(10)

-Enrich “A Young Canyon Made of Old Layers” (9)    

 

5/20     Monday          Watershed Prep

                                     

5/21     Tuesday           Ch 4-5 “Earth’s History” (pages 128-140)

                                    Ch 4-5 notes    -Ch 4-5 RR (20)

 

5/22    Wednesday            Ch 4 packet check (entire packet)

                                 

                                           

5/23     Thursday          Field Trip “Clinton River Watershed: Water Quality Testing”

                                    -Mr. Weiand’s Class

4-1 Minerals

Minerals

Ch 4-1 Cornell notes

 

 

Mineral :A mineral is a naturally occurring, inorganic solid that has a definite chemical composition and crystal structure.

 

Organic :Are formed from living things or the remains of living

 things.

 

Inorganic: Are not formed from living things or from the remains of living things.

 

Crystal: A repeating pattern of a mineral’s atoms forms a solid

called a crystal.

 

5 characteristics                        1. Inorganic

of minerals                                2. Solid

                                                3. Definite chemical composition

                                                4. Naturally occurring

                                                5. Crystal structure

 

These are the 8             Oxygen, Silicon, Aluminum, Iron, ,

Most abundant                         Potassium, Magnesium.

Elements in the                          Calcium, Sodium

Earth’s crust

P 82.

 

These are called the                  Quartz, Calcite, Augite, Hematite, “rock forming                            Micas, and feldspars.

minerals”

 

8 ways to                                 1. Color- Because some minerals Identify minerals                        it will be easier to find what have different colors and they  are.

P82-87                                                2. Luster- luster helps identify minerals by the mineral

                                                Reflects light from its surface.

                                                3. Hardness- hardness helps identify minerals by the ability

                                                Of a mineral to resist being scratched.

                                                4. Streak- streak helps identify minerals by the color of the

                                                Powder scraped off a mineral when it is rubbed against a

                                                Hard, rough surface.

                                                5. Density- density helps identify minerals by the amount

                                                Of matter in a mineral.

                                                6. Crystal shape- crystal shape helps identify minerals by

                                                The way atoms or molecules come together as the mineral

                                                is forming.

 

Ch 4-2 Uses of Minerals

minerals:  Minerals are raw materials that are used for a wide variety of products.

ore:  a mineral or rock from which metals or nonmetals can be removed in useable amounts.

metals: elements that have shiny surfaces and that are able to conduct electricity and heat.

give 3 examples of metals:

1.                                2.                              3.

 nonmetals: elements that have dull surfaces and are poor conductors of electricity and heat.

give 3 examples of nonmetals:

1.                                2.                              3.

gemstones: hard, beautiful and durable substances that can be cut and polished for jewelry and decoration.  Once a gemstone is cut and polished, it is called a gem.

give 3 examples of gemstones:

1.                                2.                               3.

Science Final Agenda

 

5/28     Tuesday           Final Exam Review (Scientific Method & Physics)

CH 4 Review

 

5/29     Wednesday      “Ask Mr. Weiand” -30 points (CH 4 & Final)

                                    Bring in five questions for Ch 4 and ten questions for Final

                                   

5/30     Thursday          Field Trip “Clinton River Watershed: Water Quality Testing”

-Mr. Lanivich’s Classes

Mr. Weiand will be out with other 6th grade class.

Ch 4 review Sheet

                                    Final Exam review sheet for ECS

 

5/31     Friday              Ch 4 Exam (92)

                                     

 

6/03     Monday           Science final exam (100)

 

Popcorn Lab

Scientific Method Format Sheet

 

Popcorn Lab    Name ________________________________ hr_______  __________/90

 

I.  Question / Problem / Item to explore:

 

Which method of popcorn preparation (conduction, convection or radiation) results in the highest yield (percentage of popcorn kernels popped)?

 

II. Prior knowledge / background information / research: (5) detailed!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

III. Hypothesis: (15) WHY!

 

My hypothesis is that the _________________________ method will result in the highest yield (% of popcorn popped).

 

I believe this because ______________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

 


IV. Experimental Section

A.        Materials:

 

1. Hot plate

 

2. Big Metal Pot w/lid (for conduction popcorn)

 

3. Popcorn Kernels (for conduction and convection)

 

4. Oil

 

5. 9 Large Bowls (for measuring mass, collection and for sorting)

 

6. Gram Scale

 

7. Hot Air Popper

 

8. Microwave

 

9. 4 Bags of Microwave Popcorn

 

10.  Calculator

 

11.  Napkins

 

 

B.         Procedure / Steps: (10) be detailed in explaining the steps!

 

1.

 

2.

 

3.

 

4.

 

5.

 

6.

 

7.

 

8.

 

 

C.        Test your hypothesis

 


Data Section / Data Display / Data Collection: (20)

 

Microwave Popcorn

 

Trial

Popped/ Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

         

2

 

 

3

 

               

4

 

 

AVG

 

 

 

Stove Top Popcorn

 

Trial

Popped/Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

 

2

 

 

3

 

 

4

 

 

AVG

 

 

 

Convection (Hot Air Popper)

 

Trial

Popped/Unpopped (Ratio) X:X

 Percentage Popped / Unpopped

1

 

 

2

 

 

3

 

 

4

 

 

AVG

 

 

 

 

 

Graph & Analyze your data: (use “Create a Graph” (data analysis)

(15 points total, 5 points for each pie graph)

 


Conclusion: (20) Must be very well done and detailed to get 20

In conclusion my hypothesis was (correct / incorrect).

 

The data shows that ______________________(use numbers here to show what the data proved) ________________________________________________________________

________________________________________________________________________________________________________________________________________________ ________________________________________________________________________  ________________________________________________________________________

 

This data _____________________________ (supports / does not support) my hypothesis which was that   ___________________________________

________________________________________________________________________

________________________________________________________________________________________________________________________________________________

(Re-state your hypothesis here)­

 

 

 

 

 

 

Physics Final

Thursday, January 24th. 
136 points

We will review on Tuesday and Wednesday in class. You need to review on your own as well.

 

You need to know / be able to calculate:

Potential Energy
Kinetic Energy
How Gravity Works
Velocity
Acceleration
Force
Friction
Distance
Time
*You need to know how the above items applied to the car ramp and balloon rocket labs.


Physics Notes / Formulas Formulas:

PE = Potential Energy,
m = Mass of object,
g = Acceleration of Gravity,
h = Height of object,

Potential Energy Example:
Case 1: A cat climbed to the top of a tree. The Tree is 10 meters high and the cat weighs 6kg. How much potential energy does the cat have?
m = 6 kg, h = 10 m, g = 9.8 m/s2(Gravitational Acceleration of the earth)
Step 1: Substitute the values in the below potential energy formula:
Potential Energy: PE = m x g x h
= 6kg x 9.8 m/s2 x 10m
Potential Energy: PE = 588 Joules


Velocity = D/T (distance / time)


Distance = V (T) (velocity x time)


Time = D/V (distance / velocity)


Acceleration = V/T (velocity / time)


Acceleration of already moving objects= (V2-V1) / T


Force = MA (mass x acceleration)


Mass is measured in grams units (kilograms)


Distance is measured in meters (centimeters)


Velocity is expressed in meters per second (m/s)


Acceleration is expressed in meters per second squared (m/s²)

 

Time: 1hr = 3,600s


How to measure force


Force = M x A (force is measured in Newtons)


F = M (mass measured on a gram scale x A)


F = M x A (acceleration is v/t) (velocity / time)


F = M x (V/T)

F = M (X m/s / X s)


F = M (m/s²)


F = X Newton?s


Force is measured in Newton?s


Newton= (KG x m/s²)


 NEWTONS LAWS OF MOTION
First Law
The first law says that an object at rest tends to stay at rest, and an object in motion tends to stay in motion, with the same direction and speed. Motion (or lack of motion) cannot change without an unbalanced force acting. If nothing is happening to you, and nothing does happen, you will never go anywhere. If you're going in a specific direction, unless something happens to you, you will always go in that direction. Forever.

You can see good examples of this idea when you see video footage of astronauts. Have you ever noticed that their tools float? They can just place them in space and they stay in one place. There is no interfering force to cause this situation to change. The same is true when they throw objects for the camera. Those objects move in a straight line. If they threw something when doing a spacewalk, that object would continue moving in the same direction and with the same speed unless interfered with; for example, if a planet's gravity pulled on it (Note: This is a really really simple way of descibing a big idea. You will learn all the real details - and math - when you start taking more advanced classes in physics.).
Second Law
The second law says that the acceleration of an object produced by a net (total) applied force is directly related to the magnitude of the force, the same direction as the force, and inversely related to the mass of the object (inverse is a value that is one over another number... the inverse of 2 is 1/2). The second law shows that if you exert the same force on two objects of different mass, you will get different accelerations (changes in motion). The effect (acceleration) on the smaller mass will be greater (more noticeable). The effect of a 10 newton force on a baseball would be much greater than that same force acting on a truck. The difference in effect (acceleration) is entirely due to the difference in their masses.
Third Law
The third law says that for every action (force) there is an equal and opposite reaction (force). Forces are found in pairs. Think about the time you sit in a chair. Your body exerts a force downward and that chair needs to exert an equal force upward or the chair will collapse. It's an issue of symmetry. Acting forces encounter other forces in the opposite direction. There's also the example of shooting a cannonball. When the cannonball is fired through the air (by the explosion), the cannon is pushed backward. The force pushing the ball out was equal to the force pushing the cannon back, but the effect on the cannon is less noticeable because it has a much larger mass. That example is similar to the kick when a gun fires a bullet forward.

 

Determine whether the objects in the following problems have
kinetic or potential energy. (2 points each)

1. You serve a volleyball with a mass of 2.1 kg. The ball leaves your hand with a
speed of 30 m/s. The ball has __________________ energy.

2. A baby carriage is sitting at the top of a hill that is 21 m high. The carriage with the baby weighs 12 N. The carriage has _________________ energy.

3. A car is traveling with a velocity of 40 m/s and has a mass of 1120 kg. The car has_______________ energy.


4. A cinder block is sitting on a platform 20 m high. It weighs 79 N. The block has
_______________ energy.


5. There is a bell at the top of a tower that is 45 m high. The bell weighs 190 N. The bell has ________________ energy.


6. A roller coaster is at the top of a 72 m hill and weighs 966 N. The coaster (at this moment) has ________________ energy.


Velocity & Acceleration (5 points each)

7. What is the speed of a car that travels 223 km in 4hrs?

 

 


8. A vehicle travels 2345m in 315 s toward the evening sun. What is its velocity?

 

 

 

9. What is the speed of a bus that travels 189.0 km in 3.00 hours?

 

 

 

10. What distance will a car traveling 73 km/hr travel in 5.0 hrs?

 

 

 

 

11. What is the acceleration of a sprinter who finishes the race traveling 29m/s? She ran for 11.6 s.

 

 

 


12. A vehicle that goes from 2m/s to 55m/s in 9s. What is its acceleration?

 

 

 


13. What is the velocity of a balloon rocket which travels 8.06m in 2.13 seconds?

 

 


What is its’ acceleration?

 

 

 

 

14. What is the acceleration of a vehicle that goes from a stand still to 60 m/s in 21 s?

 

 


Extra Credit (10 points) A car with a mass of 1.28kg leaves point “A”, which is .61 meters high and travels 5.1 seconds before if hits point “B”, which is 8.1 meters away. How much potential energy did the car have at the beginning of the trial, how much kinetic energy did it have at the end of the trial, and howmany Newtons force did the car hit the wall with?

(10 points)

 

How am I measured?

Measurement formula label

Velocity

Acceleration

Force

Potential Energy

Kinetic Energy

Distance

Time

 



SHOW WORK!!!


1. What is the velocity of a car that travels 150 km in 3hrs?

Is the car speeding on 84th street if the speed limit on that street is 45 km/h?

2. A vehicle travels 2345m in 315 s toward the evening sun. What is its velocity?

 
3. What is the velocity of a bus that travels 250 km in 2 hours?


4. What distance will a car traveling 65 km/hr travel in 3.0 hrs?


5. What distance will be traveled if you are going 120km/hr for 30 min?

6. How long will it take to go150 km traveling at 50 km/hr?

7. How long will it take to travel 2650m traveling 10 m/s?

9. If a rocket travels 5600km in 3 hours, what is its velocity?

11. What is the acceleration of a sprinter who finishes a race traveling 24m/s? She ran for 12s.

12. A vehicle goes from 5m/s to 45m/s in 8s. What is its acceleration?

Determine whether the objects in the following problems have
kinetic or potential energy.

 

1. You serve a volleyball with a mass of 2.1 kg. The ball leaves your hand with a
speed of 30 m/s. The ball has __________________ energy.

2. A baby carriage is sitting at the top of a hill that is 21 m high. The carriage with the baby weighs 12 N. The carriage has _________________ energy.


3. A car is traveling with a velocity of 40 m/s and has a mass of 1120 kg. The car has_______________ energy.


4. A cinder block is sitting on a platform 20 m high. It weighs 79 N. The block has
_______________ energy.


5. There is a bell at the top of a tower that is 45 m high. The bell weighs 190 N. The bell has ________________ energy.


6. A roller coaster is at the top of a 72 m hill and weighs 966 N. The coaster (at this moment) has ________________ energy.

 

 

 

 

Balloon Rockets

Car Ramp Pix

 

Science Agenda 12/17-21

12/17   Monday           Physics Pre-Test

 

12/18   Tuesday           Physics Notes (Newton’s Laws of Motion)

                                    -Which Law is it? / Predict the Motion (worksheet)

                                    -Newton’s laws (worksheet)

 

 

12/19   Wednesday      Kinetic Energy / Potential Energy / Velocity      

                                    -Rate a Bounce Lab (27)

                                   

 

12/20   Thursday          Velocity / Distance / Time / Acceleration

                                    Velocity / Distance / Time / Acceleration worksheet (22)

 

12/21   Friday              Basic Physics Review (Laws of Motion – review sheet)

 

Science Agenda 12/03-12/14

12/03   Monday           Intro to volume of liquids / notes

                                   

Measure 8 Things (8)

                                    Graduated Cylinders Worksheet packet (35)

 

12/04   Tuesday           Volume of liquids continued:

 

Intro to volume of liquids / notes

                                    Measure 8 Things (8)

                                    Graduated Cylinders Worksheet packet (35)

 

12/05   Wednesday      Measure 8 things review and analysis

                                    Check GC Worksheets

                                    Measurement practice

 

12/06   Thursday          Volume of Liquids / VOISO Lab (30)

 

12/07   Friday              Volume of Liquids / VOISO Quiz (45)

 

12/10   Monday           Metric Measurement review

 

12/11   Tuesday           Metric Measurement “Clicker” Test (48)

 

12/12   Wednesday      All Measurement review sheets (30)

 

12/13   Thursday          All Measurement Exam (120)

 

12/14   Friday              Intro to Physics

 

 

Density Notes (continued)

VOISO

Volume of irregular shaped objects

V2-V1=VOISO

  • Measured in milliliters (mL) and converted to cubic centimeters (cm³)
  • 1mL = 1cm3

 

What is the volume of the ball?

 

What is the density of the ball?

 

VOISO FORMULA V=V2-V1

V2 (4mL) - V1(2mL)

V=2mL = 2cm³

D = M/V

D=18g/2cm³

      D=9g/cm³

 

 

 

Common Densities of Metals

Density Cube Lab

 

Aluminum 2.7 g/cm³

Titanium 4.5 g/cm³

Steel 7.8 g/cm³

Brass 8.25 g/cm³

Copper 8.8 g/cm³

Lead 11.3 g/cm³

Silver 10.4 g/cm³

Aluminum Foil 2.7 g/cm³

Iron 6.9 g/cm³

Zink 7.6 g/cm³

Gold 19.3 g/cm³

Uranium 18.0 g/cm³

 

Density Notes

Density Notes

 

Mass                           The amount of matter in an object

 

                                    Measured in grams

           

·        Not the same as weight

·        (weight changes with gravitational change or environment (water)

·        Mass ALWAYS stays the same (unless you cut your leg off)

 

Use a gram scale

·        Remember to “tare out” the scale

·        Remember to use GRAMS, not OUNCES

 

 

Density                       How closely packed together the atoms of an object are packed

           

Formula for density    D=M/V

                                    Density = Mass / Volume (B●H●W)

 

Example #1                 Density of a playing die

 

                                    D = 5.6g / (1.5cm●1.5cm●1.5cm)

                                    D= 5.6g / 3.38 cm³

                                    D=1.66 g/cm³

                                   

                                    This object will SINK!

This is because it has a density greater than 1.0 g/cm³

 

 

Example #2                 Density of a box

 

                                    D = 96g / 193.8 cm³

                                    D=0.5 g/cm³

                                   

                                    This object will FLOAT!

This is because it has a density less than 1.0 g/cm³

 

 


 

 

Some common densities:

 

 

Object                                    g/cm³

Air                                           .0013

Oak                                         .6-.9

Ice                                           .92

Water                                      1.0

Brick                                       1.82

Aluminum                               2.7

Steel                                                7.8

Gold                                        19.3

Pine                                         .35-.5

Salt                                          2.16

Balsa Wood                            .1-.2

Nickel                                      8.8

Titanium                                  4.5

Beer                                        1.1

Oil                                           .79

Gasoline                                  .74

 

Agenda for 11/19-30

Science

11/19 Volume Lab (30) / Check Volume of Cubes and Cuboids (20)

11/20 Volume Quiz (25)

11/26 Density Notes / Measure 6 things

11/27 Density Lab (30) / Density Worksheet (21)

11/28 Density Cube Lab + Table & Graph (30)

11/29 Density Quiz (30)

11/30 Intro to Volume of Liquids (notes) / Measure 8 Things

 

Agenda for week 11/12-11/15

11/12 Area Lab (20) / Area Measurement WS (20) / XC "Area Challenge: How Smart are you?" (6)

11/13 Area Quiz (25)

11/14 Measure 8 Things: Volume of regularly shaped objects (8) / Volume of Cubes and Cuboids (12) / Volume WS (8)

11/15 Volume of regularly shaped objects review

Agenda for week 11/05 to 11/09

 11/05 Metric System Challenge WS (10) / review of the notes

11/06 Measure 8 Things: Length (8) / Jenny and Jim's Hardware store (9) / Meet the millimeter (6)

11/07 Length Lab (20)

11/08 Length Quiz (25)

11/09 Measure 8 Things: Area (8) / AP#1 / AP#2 (20)

Click to add text, images, and other content

AGENDA FOR WEEK OF 4/10/12

TUESDAY 4/10/12

CH 3-1 Changing Earth's Surface (pages 66-69)

GS 3-1 RR 3-1

WEDNESDAY 4/11/12

CH 3-2 Water Erosion (pages 72-81 -read)

THURSDAY 4/12/12

3-2 Water Erosion -continued

GS 3-2 RR 3-2

FRIDAY 4/13/12

3-3 Force of Moving Water (pages 85-88)

GS 3-3 RR 3-3

Monday 4/16/12

Packet Check

GS 3-1, 3-2, 3-3

RR 3-1, 3-2, 3-3

Tuesday 4/17/12

3-4 Glaciers (pages 89-93)

GS 3-4, RR 3-4

Wednesday 4/18/12

3-5 Waves (Pages 94-97)

GS 3-5 RR 3-5

 Thursday 4/19/12

3-6 Wind (pages 89-100)

GS 3-6 RR 3-6

Friday 4/20/12

"Wordwise"

Chapter Catch-up

Monday 4/23/12

Packet Check

GS 3-4, 3-5, 3-6

RR 3-4, 3-5, 3-6

Wordwise

 

 

 

 

 

 

Food Chain Rubric (Due Thursday)

 

Rubric for Food Chain Project (7 level food chain)

 

_____/5           The animals/life forms/levels are in order (7 levels).

 

_____/20         Each animal/life form/level is labeled, and their role in the food chain is identified.

 

_____/5           There is a picture of each animal/life form/level.  (Pictures can be drawn or off the internet.

 

_____/5           Neatness/presentation

 

____/35           Total

 

(attach this sheet to the project)

 

Rubric for Energy Pyramid (4 level energy pyramid)

 

_____/5           The animals/life forms/levels are in order (4 levels).

 

_____/10         Each animal/life form/level is labeled, and their role in the energy pyramid is identified.

 

_____/5           There is a picture of each animal/life form/level.  (Pictures can be drawn or off the internet.

 

_____/5           Neatness/presentation

 

____/25           Total

 

(attach this sheet to the project)

 

 

 

 

Total for both portions _______/60

 

Agenda for 3/16 to 3/23

03/16/12 CH 2 ECS Pre-Test

Intro to soils/RATT

03/19/12 Finish RATT

CH 2-1 Notes Sheet

03/20/12  Read CH 2-1

2-1 WS pages 15-17 (31 points)

03/21/12 Read/Review 2-2

2-2 WS pages 18-20 (32 points)

03/22/12 Read/Review 2-3

2-3 WS pages 21/23 (24 points)

03/23/12 Check/Review all worksheet pages

Assign: "wordwise" (10 points)

 

 

Agenda for 02/27/12 to 03/09/12

02/27 Monday Ch 4-4 Igneous Rocks

-Read Ch 4-4 (in class)

-Cornell  Notes

Work from packet "Classifying Common Igneous Rocks" (20)

02/28 Tuesday Ch 4-5 Sedimentary Rocks

-Read Ch 4-5 Sedimentary Rocks (in class)

-Cornell Notes

Work from Packet "Classifying Common Sedimentary Rocks" (15)

02/29 Wednesday -review Sedimentary rocks

Check Packet for Igneous and Sedimentary Rocks

03/01 Thursday 4-6 Metamorphic Rocks

-Read Ch 4-6 Metamorphic Rocks

-Cornell Notes

-Work from Packet "Classifying Common Metamorphic Rocks"

(21)

03/02 Friday

"The Petosky Stone" reading Activity, Notes (10) and Questions (10 points)

03/05 Monday

Check/Review Packet work and notes  for Igneous, Sedimetary and Metamorphic Rocks (56 points) total) 

03/06 Tuesday

Rock ID Lab

03/07 Wednesday

Rocks and Minerals Quiz

03/08 Thursday (1/2 day) 1/2/3

Eyewitness Rock Video

03/09 Friday (1/2 day) 4/5/6

Eyewitness Rock Video

 

 

 

 

 

 

 

Agenda for 02/07- 02/10

02/07 Assemble review materials for physics test.

02/08 Balloon Rocket Championships

02/09 Physics Exam Review

02/10 Physics Exam

 

 

Agenda for 01/17/11 to 01/30/11

 01/17/11 "Rate a Bounce"  (Potential and Kinetic Energy) worksheet and graph (27) due Wednesday

01/18/11 "Car Ramp" Lab Testing day

01/19/11 "Car Ramp" worksheet and graphing activity 

(Potential Energy, Velocity, Acceleration) due Friday

01/20/11 Potential and Kinetic Energy Quiz (30)

01/23/11 Velocity/Acceleration review

CHECK Velocity/Acceleration worksheet (26)

01/24/11 Balloon Rocket Intro + Demo

01/25/11 Balloon Rocket Trials (seeding)

01/26/11 Balloon Rocket Races

01/27/11 Balloon Rocket Races (Championships) 

Balloon Rocket Labs due on 01/30/11

Kinetic Energy

Kinetic Energy Example:
Case 1: Determine the Kinetic energy of a 500kg roller coaster train which moves at a speed of 20 m/s.
 M = 500 kg, V = 20 m/s
  Step 1: Substitute the values in the below kinectic energy formula:
            Kinetic Energy: Ek = ½ mv2
            = ½ x 500 x 202
            = 0.5 x 500 x 400
            Kinetic Energy: Ek = 100000 Joules or 1 x 105 Joules
This example will guide you to calculate the kinetic energy manually.

http://easycalculation.com/physics/classical-physics/kinetic-energy.php

 

 

Potential Energy

where,
PE = Potential Energy,
m = Mass of object,
g = Acceleration of Gravity,
h = Height of object,

Potential Energy Example:
Case 1: A cat had climbed at the top of the tree. The Tree is 20 meters high and the cat weighs 6kg. How much potential energy does the cat have?
 m = 6 kg, h = 20 m, g = 9.8 m/s2(Gravitational Acceleration of the earth)
  Step 1: Substitute the values in the below potential energy formula:
            Potential Energy: PE = m x g x h
            = 6 x 9.8 x 20
            Potential Energy: PE = 1176 Joules
This example will guide you to calculate the potential energy manually.

 http://easycalculation.com/physics/classical-physics/potential-energy.php

 

Word Bank for Crossword Puzzle

Word list for crossword puzzle

 

Speed

Inertia

Momentum

Newton

Force

Velocity

Weight

Friction

Acceleration
Gravity

Motion

Agenda for week of 01/09 to 01/13

Monday 01/09

Physics Pre-Test (11)

Intro to Newtons Laws of Motion

 

Tuesday 01/10

-Predict the Motion

Newton’s 1st Law

 

Wednesday 01/11

Newtons 2nd Law

F=MA

 

Thursday 01/12

Newtons 3rd Law

Equal and Opposite Reactions

 

Friday 01/13

Potential Energy Ramp Lab

Agenda for week of 12/19 - 12-22

Monday 12/19 Metrics Review Worksheet (12)

Tuesday 12/20 Metrics Measurement Clickers Post Test (48)

Wednesday 12/21 Length/Area/Volume/VOISO/Density Test (75)

You need to be able to measure :

- the length of lines (cm)

-area of cubes and cuboids (cm2)

- volume of cubes and cuboids (cm3)

- volume of liquids (mL)

-volume of irregularly shaped objects (cm3)

-density (g/cm3)

YOU MUST LABEL PROPERLY 

Thursday 12/22 Mythbusters Scientific Method (15)

Agenda for week of 12/05 - 12-16  

Monday 12/05  Volume of Liquids Notes

 Measure 6 Things

Tuesday 12/06 Volume of Liquids Worksheets (35)

Wednesday 12/07: Volume of Liquids  Lab(20)

Thursday 12/08: Volume of Liquids/ Voiso Review

Friday 12/09: Volume / VOISO Test (30)

Monday 12/12: Density Notes

 Measure 6 Things

Tuesday 12/13 Density Worksheet (20)

Wednesday 12/14: Density Lab( 30)

Thursday 12/15: Density  Review

Friday 12/16: Density  Test (30)

Prune Lab Rubric (20 points)

Notes:  (5)

Must have at least 5 notes.

View to scale (5)

Must draw the prune true to size, including measurements of the prune

Magnify (5)

Must draw a magnified section of the prune.

5 Adjectives (5)

Must use 5 adjectives to describe your prune.

 

Bean Graph/Table Prictice

Bean Growth

 

Beans were planted in Mr. Weiand’s class.

The average growth of the beans and # of pods they developed were

recorded over a 10 day period.  Here are the results:

 

Day                             Growth (cm)                Pods

1                                  .5                                 0

2                                  1                                  0

3                                  1.5                               1

4                                  4                                  3

5                                  4.5                               3

6                                  6.7                               4

7                                  10                                6

8                                  12                                9

9                                  12                                10

10                                12.5                             13

 

Food Chain Rubric

 

Name _____________________________________________        hr. ______

 

Rubric for Food Chain Project (7 level food chain)

 

_____/5           The animals/life forms/levels are in order (7 levels).

 

_____/15         Each animal/life form/level is labeled, and their role in the food chain is identified.

 

_____/5           There is a picture of each animal/life form/level.  (Pictures can be drawn or off the internet.

 

_____/5           Neatness/presentation

 

____/30           Total

 

(attach this sheet to the project)

Physics Quiz

Answers to a couple questions from tomorrows quiz:

When a balloon starts out it's PE=200J & KE=0J

Half way PE= is 100J and KE=100J

 At the end PE=0J and KE=200J

(J=JOULES, the way that energy is measured)

If the distance is 18.4 meters and the time is 3.1 seconds, the velocity is 5.94 m/s and acceleration is 1.92m/s2

 Aren't you glad you went on the website tonight?

 

The Rock Cycle

Ch 4-3 What is a Rock?

Ch 4-3 What is a Rock?

rocks:     -building blocks of the earth

      - a hard substance that is composed of 1 or more minerals.

      - rocks do not always have substances that are classified as minerals in them.

 What are the 3 rock groups?

    1.  Igneous

    2.  Sedimentary

    3.  Metamorphic

IGNEOUS:  rocks formed from magma which has cooled within the earth or from lava which has cooled above the earth's surface or ocean surface.

2 CLASSIFICATIONS OF IGNEOUS ROCKS:

1.  Intrusive: rocks formed from within the earth’s crust. (magma inside the earth’s crust)

2. Extrusive: rocks formed from lava (outside the earth’s crust)

 

SEDIMENTARY:   rocks formed from particles that have been carried along or deposited by wind and water.  Over time, these particles become pressed or cemented together to form rocks.

3 CLASSIFICATIONS OF SEDIMENTARY ROCKS:

1. Clastic: rocks made up of the fragments of previously existing rock.

2. Organic: rocks formed from living things or the remains of living things.

3. Chemical: rocks formed from chemical processes or the deposits left over when a sea or lake dries up.

 

METAMORPHIC:  rocks formed by great heat and pressure which causes existing rocks to turn into new kinds of rocks.  These "new" rocks have different physical and chemical properties than the rocks they were formed from.  The root "morph" means "to change".

2 CLASSIFICATIIONS OF METAMORPHIC ROCKS:

1. Foliated : rocks in which the crystals are arranged in parallel layers or bands and break along these layers.

2. Unfoliated: rocks in which the minerals are NOT arranged in layers or bands and do NOT break into layers.

 

 

Ch 4-5 Sedimentary Rocks

4-5 Sedimentary Rocks

Pg. 101- 104

 

 

What are sedimentary

rocks?

 

 

What are the three                                1.

categories of sedimentary        

rocks?                                    

   2.

 

           

                                                                   3.

 

Below, give examples of

sedimentary rocks

 

Type                             Name                             Where found

1. Organic                     A. Limestone                 Ocean Floor

                                      B.

 

2.                                   A.

                                     B.

 

3.                                   A.

                                       B.

Ch 4-6 Metamorophic Rocks

 

4-6 Metamorphic Rock Notes

Pg. 105

 

Metamorphism:            

 

What kind of rocks can form     1.

Metamorphic rocks?                

                                                    2.

 

                                                    3. 

 

The combination of heat and   

Pressure may cause minerals

In rocks to separate into layers.

[*Draw picture]

 

 

How do we classify metamorphic

Rocks?

 

 

Describe each group of            1.

Metamorphic rocks.                 2.

 

 

Name 2 metamorphic rocks       

1.Chalk                                 

2.                                            

And the rock that each came         Marble                                                                                  

From.

 

 

How does pressure change

Rocks?                                  à

 

 

Ch 3-1 ECS NOTES

erosion:

 sediment:

deposition:

gravity:

mass movement:

4 types of mass movement-

1. landslides:

2. mudslides:

3. slump:

4. creep:

 

Ch 3-2 Water Erosion

runoff:

rills:

gully:

stream:

river:

The amount of runoff in an area depends on these 5 factors:

1.

2.

3.

4.

5.

tributary:

drainage basin:

divide:

flood plain:

meander:

oxbow lake:

 

Ch 3-3 Force of Moving Water

Energy:

Potential Energy:

Kinetic Energy:

How does gravity effect the potential energy that a stream of river may have?

abrasion:

What factors affect how much sediment it erodes?

friction:

turbulence:

 

title

Click to add text, images, and other content

Ch 3-4 Glaciers

glacier:

continental glacier:

valley glacier:

ice ages:

what are the two processes by which glaciers erode land?

 plucking:

abrasion:

describe glacial deposition:

till:

moraine:

terminal moraine:

draw a picture of a continental glacier

 

draw a picture of a valley glacier

 

 

 

Ch 3-5 Waves

What causes waves to form?

At what point do waves grow in size as they approach the beach?

 What causes the wave to slow down?

What are 3 features created by wave erosion?

a.

b.

c.

deposition:

beach:

longshore drift:

spit:

 

Ch 3-6 Wind

T/F Wind is the strongest agent of erosion.  ______

What is the main way that wind causes erosion? _____________

loess:

dune:

deflation:

Which region of the United States has the largest loess deposits?

 

more stuff

 

Put in order

 

a.                   Cenozoic                            1. ________

b.                  Cambrian                                       2. ______

c.                   Carboniferous                                             3. ___

d.                  Silurian                                                       4. ___

e.                   Precambrian                                               5. ___ 

f.                    Quaternary                                                 6. ___

g.                   Devonian                                                    7. ___

h.                   Tertiary                                                                  8. ___

i.                     Triassic                                                                   9. ___

j.                    Mesozoic                                                   10. ___

k.                  Pennsylvanian                                 11. ______

l.                     Cretaceous                                                 12. ___

m.                 Ordovician                                                 13. ___

n.                   Paleozoic                                                    14. ___

o.                  Permian                                          15. ______

p.                  Mississippian                                              16. ___

q.                  Jurassic                                                      17. ___

 

Balloon Race Lab Brackets & Video

Hail to the Victors!

 

 

 

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Ch 4 ECS Notes

Ch 4-1 Fossils

Fossils:

 

When do most

Fossils form?

 

Paleontologists:

 

In which type

Of rock do we

Find fossils?

 

Petrified fossils:

 

Mold:

 

Cast:

 

Carbon film:

 

Trace fossils:

 

What clues do

Fossil footprints

Provide?

 

What are some other       

Ways that animal

Remains can be            

Preserved?

 

Evolution:

 

Extinct:

 

What are 3                               1.

Other things that

 Paleo’s use fossils for?             2.

(pg. 112)

                                                3.

 

 

 

 

 

Ch. 4-2 Relative age of rocks

 

What is the difference between relative age

nd absolute age?

 

 

 

Explain what the“Law of superposition”is.

 

 

 

Extrusion:

 

 

 

Intrusion:

 

 

 

Fault:

 

 

 

How do gaps in

the geologic record

Happen?

 

 

 

Index fossil:

 

 

 

Why are index

Fossils important?

 

 

 

 

What is a                               A trilobite is an index fossil.  It only exist

Trilobite?                                  Cambrian period.  Therefore, any fossil found in rock where Trilobites are present must be from the Cambrian period.

 

Ch 4-4 GTS

Order of time

What are                      Era: Longest division of time.        

The 4 eras?                  *4 Eras:

                                      1. Precambrian (actually a “time”)          

                                      2. Paleozoic

                                      3. Mesozoic                        

                                      4. Cenozoic- Today (age of mammals)

 

 

 

What is a                     Period: division of time within an era.

Period?                        -many of the names of period come from   the places of the world

                                    Where scientists first found fossils from that time. (Latin)

 

 

 

 

 

Geologic Time

                           1. Precambrian (actually a “time”)    

                           2. Paleozoic Era

IN ORDER!       3. Cambrian Period

                                     4. Ordovician Period

                                     5. Silurian Period

                                     5. Devonian Period

Period

                                     6. Carboniferous 1 period, 2 epochs

                                     

Mississippi                                                                  7. Carboniferous – Pennsylvania    

Write the name              8. Permian

Of a living                      9. Triassic

Organism from            10. Jurassic

That period                    11. Cretaceous

Next to each                 12. Teritary

One.                             13. Quaternary

 

 

 

 

 

 

 

 

 

 

 

 

 


Ch 4-5

 

 

Precambrian        -Very basic life forms

Earth:                  - The longest time measures

                            - Earth forms

 

 

Paleozoic            - A lot of new organisms were formed.

Era:                     - Animals lived in the sea.

 

 

 

What period       Devonian Period.

Is called the        -fish now have jaws, scaled, and skeletons

“Period of

Fishes?”

 

 

 

When did            Devonian.

Amphibians       - an animal that lives part of its life on land and part in water.

Appear?

 

 

 

How did the         Lots of trees (pine trees)

Carboniferous      - eventually turned into coal and oil.

Period get

Its name?

 

 

Mass                  1. At the end of Precambrian                          

Extinctions        2. At the end of Paleozoic (Permian period)-95% of life in oceans extinct

                          3. At the end of Mesozoic (Cretaceous)

                          4. ?

Predator or Scavenger Debate Rubric

Predator or Scavenger Debate Essay Rubric                 Name   ______________________

                                                                                    Hr.       ______

                                                                                                ______/50

 

Predator

 

Introduction      ____/10

 

Point #1           ____/10

 

Point #2           ____/10

 

Point #3           ____/10

 

Conclusion       ____/10

 

Total                ____/50

 

What do you really think?

 

 

Or  

 

 

Scavenger

 

Introduction      ____/7

 

Point #1           ____/7

 

Point #2           ____/7

 

Point #3           ____/7

 

Point #4           ____/7

 

Point #5           ____/7

 

Conclusion       ____/7                                    

 

Total                ____/50 (1 free point)

How to set up your essay to get full credit

 

Introduce your position.  

Tell the reader what you believe and how you will show them that what you believe is right.

 

Make your point (s)

 

Support it with 4 sentences that detail that point.

 

a.

 

b.

 

c.

 

d.

 

 

Conclude your essay

Restate your position and review the reasons what it is correct (at least in your eyes).

 

Be convincing and use evidence from your reading, the videos and any additional research you have done.

 

 

 

 

I love physics!

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