Friday, May 25, 2012
Either a bonus opportunity or an alternative to the Roller Coaster Gizmo
As an alternative assignment for the Roller Coaster Gizmo you may go to this site and make a roller coaster that is better than my roller coaster.
http://www.jason.org/public/digital_labs/roller_coaster/coaster.html
Here are the results for the Mysterious Teal Squid whose newspaper headline is "Coaster a snooze fest".
Track Difficulty - Medium
Track Score - 825
Stop Distance - 32m
Coaster Score - 237
Final Score 1062
If you want to earn some bonus points in Technology then do both the Gizmo and build a roller coaster that beats my score. You will be awarded bonus points on your Roller Coaster Gizmo.
Are you missing a GIZMO? This is a great way to raise your Technology Grade - just do both the Roller Coaster Gizmo and then build a roller coaster that beats mine.
Here's how to prove your success: PRINT out the results for your Roller Coaster and bring it to class on the day the Gizmo is due.
A few words of advice: Do the tutorial.
If at first you don't succeed, listen to what the guide says and follow the suggestions changing one factor (variable) at a time to improve the performance of the roller coaster.
NEW GIZMO ASSIGNED
Everyone has been assigned the Roller Coaster Gizmo. Please complete the SEG and the AQ and turn them in either A Day on Thursday, 5/31. or B Day on Friday, 6/1. The info will help you with your roller coaster project that we will be doing in class next week.
Tuesday, May 22, 2012
ROLLER COASTER TIME!!!
It's time to make a roller coaster. You may work in a group of 1, 2, 3, or 4 people. Each group will need a piece of foam pipe insulation. You can get it at a big box hardware store or a local hardware store. The example piece in class is the 3/4in. size. It's 6 feet long. You slice it into 2 long strips and tape them together to make a long track. (Try to do your slicing at home with adult supervision.)
Supplies needed for next week
Group
pipe insulation
masking tape
Individual
4 function calculator
writing implement (pencil or pen)
straight edge (ruler)
LAB SHOES
Supplies needed for next week
Group
pipe insulation
masking tape
Individual
4 function calculator
writing implement (pencil or pen)
straight edge (ruler)
LAB SHOES
Friday, May 18, 2012
Questions for the study guide you are making for the EOC
Here are some suggestions for questions for a study guide. You should write a question for each benchmark and then work to answer it. You will have to apply the concepts during the test.
Why should you be able to replicate a scientist’s work?
What are the different types of investigations and how do they differ from each other?
Can you explain why groups get different results?
Why do scientists need to ask questions like “what if? Or what will happen if I do this?
What is science?
Why is scientific knowledge durable?
Who does science?
List several scientific laws.
How is the Sun’s energy transferred to Earth?
What are examples of the different types of energy transfers?
What are the different spheres and how do they interact?
How does the cycling of water through the atmosphere and hydrosphere affect weather and climate?
What are global winds and global ocean currents?
How do they influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, humidity and precipitation?
How does energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land?
Why do we use models in science?
What’s the difference between weather and climate?
Review weather conditions and weather maps.
How do sinkholes form?
How do sinkholes, hurricanes, and other natural disasters affect human life in Florida?
Why should you be able to replicate a scientist’s work?
What are the different types of investigations and how do they differ from each other?
Can you explain why groups get different results?
Why do scientists need to ask questions like “what if? Or what will happen if I do this?
What is science?
Why is scientific knowledge durable?
Who does science?
List several scientific laws.
How is the Sun’s energy transferred to Earth?
What are examples of the different types of energy transfers?
What are the different spheres and how do they interact?
How does the cycling of water through the atmosphere and hydrosphere affect weather and climate?
What are global winds and global ocean currents?
How do they influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, humidity and precipitation?
How does energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land?
Why do we use models in science?
What’s the difference between weather and climate?
Review weather conditions and weather maps.
How do sinkholes form?
How do sinkholes, hurricanes, and other natural disasters affect human life in Florida?
Benchmarks for EOC
As you know, the EOC is next week. Last month you were assigned Science Compass Odyssey to help you begin your review. You should review the following benchmarks. Go through your ISN, Green book and Red book to review also. Posing questions and answering them to help you review is a good strategy. I will post some questions in the next entry.
SC.6.N.1.2 Explain why scientific investigations should be replicable. High (EOC)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. High (EOC)
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. High (EOC)
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Moderate (EOC)
SC.6.N.2.1 Distinguish science from other activities involving thought. Moderate (EOC)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as
new evidence or interpretations are encountered Moderate (EOC)
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Low (EOC)
SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Moderate (EOC)
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Moderate (EOC)
SC.6.N.3.3 Give several examples of scientific laws. Low (EOC)
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Moderate (EOC)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. High (EOC)
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. High (EOC)
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Moderate (EOC)
SC.912.P.10.4 Describe heats as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature of states of matter. High (EOC)
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. High (EOC)
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, humidity and precipitation. High (EOC)
SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. High (EOC)
SC.6.E.7.6 Differentiate between weather and climate. Moderate (EOC)
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. High (EOC)
SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. High (EOC)
SC.6.E.7.9 Describe how the structure of the atmosphere protects life and insulates the planet. Moderate (EOC)
SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure. Moderate (EOC)
HE.6.C.1.3 Identify environmental factors that effect personal health.
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors. Moderate (EOC)
SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Moderate (EOC)
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Moderate (EOC)
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Low (EOC)
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Moderate (EOC)
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Moderate (EOC)
SC. 6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, and vacuoles. Moderate (EOC)
SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Moderate (EOC)
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells Moderate (EOC)
SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Moderate
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. High (EOC)
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. High (EOC)
SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Moderate (EOC)
SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Moderate (EOC)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Moderate (EOC)
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Moderate (EOC)
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Low (EOC)
SC.6.N.3.3 Give several examples of scientific laws. Low (EOC)
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Moderate (EOC)
SC.6.N.1.2 Explain why scientific investigations should be replicable. High (EOC)
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each. High (EOC)
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation. High (EOC)
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence. Moderate (EOC)
SC.6.N.2.1 Distinguish science from other activities involving thought. Moderate (EOC)
SC.6.N.2.2 Explain that scientific knowledge is durable because it is open to change as
new evidence or interpretations are encountered Moderate (EOC)
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals. Low (EOC)
SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life. Moderate (EOC)
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws. Moderate (EOC)
SC.6.N.3.3 Give several examples of scientific laws. Low (EOC)
SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. Moderate (EOC)
SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. High (EOC)
SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate. High (EOC)
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks. Moderate (EOC)
SC.912.P.10.4 Describe heats as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature of states of matter. High (EOC)
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. High (EOC)
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, humidity and precipitation. High (EOC)
SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. High (EOC)
SC.6.E.7.6 Differentiate between weather and climate. Moderate (EOC)
SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. High (EOC)
SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida. High (EOC)
SC.6.E.7.9 Describe how the structure of the atmosphere protects life and insulates the planet. Moderate (EOC)
SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure. Moderate (EOC)
HE.6.C.1.3 Identify environmental factors that effect personal health.
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors. Moderate (EOC)
SC.6.E.6.1 Describe and give examples of ways in which Earth’s surface is built up and torn down by physical and chemical weathering, erosion, and deposition. Moderate (EOC)
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth’s surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida. Moderate (EOC)
SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues to organs to organ systems to organisms. Low (EOC)
SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multi-cellular), all cells come from pre-existing cells, and cells are the basic unit of life. Moderate (EOC)
SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. Moderate (EOC)
SC. 6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplast, mitochondria, and vacuoles. Moderate (EOC)
SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Moderate (EOC)
SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells Moderate (EOC)
SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Moderate
SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. High (EOC)
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. High (EOC)
SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Moderate (EOC)
SC.6.P.12.1 Measure and graph distance versus time for an object moving at a constant speed. Interpret this relationship. Moderate (EOC)
SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both. Moderate (EOC)
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. Moderate (EOC)
SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are. Low (EOC)
SC.6.N.3.3 Give several examples of scientific laws. Low (EOC)
SC.6.P.11.1 Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. Moderate (EOC)
Tuesday, May 15, 2012
The EOC is next week.
Starting with A day on Wednesday, 5/16, a part of each class will be used to review for the EOC. You will have an opportunity to ask questions. To help you review assessments from earlier in the year you are now allowed to go into Limelight and review your previous tests. Please take the opportunity to review them.
You should be almost finished with all of the your SCIENCE Compass Odyssey. If you've been working all along that should also be a good review.
Gizmos are good reviews also.
You should be almost finished with all of the your SCIENCE Compass Odyssey. If you've been working all along that should also be a good review.
Gizmos are good reviews also.
FINISH THE GRAPH ASSIGNMENT
You should finish the graph assignment before you come to your next class. If you don't have enough data you may use the Sally Sue data below.
Group A Length in cm Time Average Speed in cm/s
1 70 3.75
2 70 2.51
3 70 0.38
4 70 1.37
5 70 2.48
Total
Mean
Group B Length Time Average Speed in cm/s
1 26 1.18
2 26 1.13
3 26 0.89
4 26 0.83
5 26 0.59
Total
Mean
Group C Length Time Average Speed in cm/s
1 75 1.48
2 75 2.45
3 75 3.14
4 75 0.84
5 75 2.90
Total
Mean
Group D Length Time Average Speed in cm/s
1 25 1.18
2 25 0.80
3 25 1.03
4 25 1.47
5 25 0.58
Total
Mean
Group E Length Time Average Speed in cm/s
1 65 0.50
2 65 1.05
3 65 1.10
4 65 1.15
5 65 1.05
Total
Mean
Group A Length in cm Time Average Speed in cm/s
1 70 3.75
2 70 2.51
3 70 0.38
4 70 1.37
5 70 2.48
Total
Mean
Group B Length Time Average Speed in cm/s
1 26 1.18
2 26 1.13
3 26 0.89
4 26 0.83
5 26 0.59
Total
Mean
Group C Length Time Average Speed in cm/s
1 75 1.48
2 75 2.45
3 75 3.14
4 75 0.84
5 75 2.90
Total
Mean
Group D Length Time Average Speed in cm/s
1 25 1.18
2 25 0.80
3 25 1.03
4 25 1.47
5 25 0.58
Total
Mean
Group E Length Time Average Speed in cm/s
1 65 0.50
2 65 1.05
3 65 1.10
4 65 1.15
5 65 1.05
Total
Mean
Monday, May 14, 2012
Domino Derby follow up
After you make your line graph (The directons are reviewed in class: A day on Monday and B day on Tuesday) you will answer some questions. If you want to do them at home then you may. If not, you will finish the questions during your next class.
OR If you were out of school or have to use the SALLY SUE data you must explain why you did not complete your own experimentation.
- How does changing the distance between dominoes affect speed?
- What patterns do you observe as you look at your data?
- Did the data support your hypothesis? Explain your reasoning. Use data to support your response.
OR If you didn't make a hypothesis as directed thenrespond to the following.
- Explain why you chose not to follow directions.
- Explain why your work is below standard due to not following directions.
Monday, May 07, 2012
Thursday, May 03, 2012
Everyone has a test in limelight to complete at home for Unit 5. This is what you could call a take home test. You have 30 questions to answer in 60 minutes. It is only available until it's not. You must complete the test by Tuesday, May 8 at 8AM. (yes, this is a one day extension).
The school district computer system will be DOWN on SATURDAY, MAY 5. You will not be able to access limelight on SATURDAY. Plan now how to deal with the outage.
The school district computer system will be DOWN on SATURDAY, MAY 5. You will not be able to access limelight on SATURDAY. Plan now how to deal with the outage.
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