Thursday, December 20, 2007

Exploring Heat and Thermal Energy

Click on the link below and begin the webquest

Webquest

Tuesday, December 18, 2007

The Roller Coaster Project Webquest


Wanted! Roller Coaster Design Team!

Congratulations! You have just been commissioned to design a roller coaster for the Honiss Amusement Park. The Board of Directors feel that a new, thrilling roller coaster is just what is needed to improve attendance and thus increase the profits of the park. They want you to design a rollercoaster that will be the "king of the park".


The Task

Your mission is to design a roller coaster that has at least one Loop and three hills. In trials of a model of your design, a marble placed at the start of the roller coaster must successfully navigate the entire roller coaster with out stopping and/or receiving outside power. In order for your design to be approved by the Board of Directors (your teacher), you will need to submit the following items:

  1. Partner Selection form. Due 1/3/08
  2. A list of roller coaster building materials your group has chosen to use. Due 1/7/08
  3. Submit construction plans, theme, and a sketch of your roller coaster. Due 1/14/08
  4. Journal. Due 1/22/08
  5. Submit photos of your group's roller coaster model. Due 1/30/08
  6. Create a 3-dimensional model of your roller coaster. Due 2/6/08
  7. Create a multimedia presentation to "sell" your design to the Board of Directors (your teacher). Due 2/6/08

The Process

You will need to complete the following steps to accomplish this task:

  1. Meet with your team. Decide what responsibilities each team member will have.
  2. Start a journal to record information, thoughts and ideas. Start with brainstorming ideas about what you already know about roller coasters.
  3. Write a list of questions you might need answered in order to design a "king of the park" roller coaster.
  4. Research the history of roller coasters in America and the various successful roller coaster designs used in many amusement parks today.
  5. Brainstorm ideas about the design you wish to create for your roller coaster.
  6. Decide on a design and create a construction plan and a sketch of the roller coaster. Remember to decide on a theme and a name for your roller coaster. Bring both of these to the General Contractor for suggestions.
  7. Build a 3-dimensional model of your design (Due Feb. 6th - 8th).
  8. Test your model to see if it meets the criteria set forth by the Board of Directors in "The Task".
    • If your model does not meet the criteria, repeat steps 6 thru 8 until it meets the criteria.
    • If your model does meet the criteria move on to step 9.
  9. Plan and create a multimedia presentation to the Board of Directors (your teacher) to "sell" your design.
  10. Present your multimedia presentation to the Board of Directors.


Resources

Rollercoaster Physics Links

Rollercoaster Physics
The Ultimate Rollercoaster
Funderstanding Rollercoasters
Amusement Park Physics
Potential and Kinetic Coaster
Rollercoaster Design

Amusement Parks and Rides

Melago's Directory of Amusement Parks and Rollercoaster Links
Six Flags Amusement Parks
Rollercoasters Around the World
Discovery Online: Rollercoasters!
Rollercoaster!
The World of Coasters


Learning Advice

Working as a Group

You must remember that it is very important to use your time wisely. This is a team effort and it cannot be completed successfully unless all members of the team respect each other and work together to make their project the best. Remember to use the project journal to record all information, discussions, ideas and trials.

Gathering Information

Remember to title each page of your journal. Try to limit the number of different ideas on a page. If you must put more than one idea on a page, separate the ideas with a thick line and title each different idea. Be sure to use a variety of resources. Do not limit yourself to the links provided in the "Resources" section. Use books and interview people about their own personal experiences with roller coasters.

Creating a Multimedia Presentation

Remember to use the principles of good design when creating your presentation. The main purpose of this presentation is to convince the Board of Directors that your roller coaster is the one they should build.


Evaluation

Use these questions to make sure you a complete, well done project:
  1. Do you have all of the parts of the project completed: a name and theme for your roller coaster, your journal, construction plans and sketches, your 3-dimensional model, the results of your trials, and your multimedia presentation?
  2. Is your presentation convincing as to why your design should be picked as the new roller coaster for the Honiss Amusement Park?
  3. Did you explain why you designed your roller coaster the way you did?
  4. Did you work cooperatively with the other members of your team? Did all members of the team contribute equally?
  5. Does your multimedia presentation follow the rules of good design? Is it interesting? Will it catch and hold the attention of your audience?



Reflection

  1. What was one thing you did during this activity that you think you will remember six months from now?
  2. If you could change one thing about how you participated in this assignment, what would it be?
  3. What are you most proud of in this project?
  4. How did you organize the information you researched? Was it an effective method? What could you have done differently to make it more effective?



Conclusion

In completing this project, you have explored the physics of rollercoasters. Based on this and what you heard from the other presentations in class, what did you learn about how rollercoasters work and what makes a rollercoaster a "king of the park" ride?



Assessment

Please use the following questions to make sure your team has successfully completed the roller coaster webquest project:

1• Do you have all of the parts of the project completed: a name and theme for your roller coaster, your journal, construction plans and sketches, your 3-dimensional model, the results of your trials, and your multimedia presentation?

2• Is your presentation convincing as to why your design should be picked as the new roller coaster for the Honiss Amusement Park?

3• Did you explain why you designed your roller coaster the way you did?

4• Did you work cooperatively with the other members of your team? Did all members of the team contribute equally?

5• Does your multimedia presentation follow the rules of good design? Is it interesting? Will it catch and hold the attention of your audience?

Monday, December 17, 2007

Temperature, Heat, and Thermal Energy


Click on the links below, read the information, analyze the pictures, and complete the activities.

First Link - Cool Cosmos I

Second Link - Cool Cosmos II

Third Link - Cool Cosmos III

Tuesday, December 11, 2007

Roller Coasters!

Storm Runner - Hershey Park

Below you will find some fun and interesting links to websites related to roller coasters.

Roller Coaster Designer
Be sure to read the 11 hints!

Funderstanding Roller coasters
This one has a loop!

How Stuff Works - Roller Coasters
his site explains how roller coasters run. The second page has an animation that shows the point when potential energy is converted to kinetic energy. Other topics include forces, gravity, inertia, and acceleration. Note: The site includes advertising.

Monday, December 3, 2007

7-1 Life Science - Brown Hydra

Click the picture below for a video of the hydra eating a daphnia


Click here for another video of a hydra on a daphnia


You can use the picture and videos to help answer the questions on tonights homework.

Thursday, November 29, 2007

Law of the Conservation of Momentum


Click: Momentum!

Experiment with the simulation and in a paragraph of 4-5 sentences explain what you have observed. Paragraph must include the difference between elastic and inelastic collisions as well as the effect mass and velocity have on the collision.

Monday, November 26, 2007

Newton's 3rd Law: Ch. 4-4


1. Click Here, read the page and complete the "check your understanding" questions at the bottom.

2.
Click Here, read the top paragraph and complete the activity at the bottom of the page.


3. Click Here, watch the short video and answer the question at the bottom of the page.


4. Watch the video and answer the discussion questions below it.

video

  • What is Newton's third law of motion? How did it affect Gene Cernan?
  • What solution helps astronauts work in space now? Why?
  • What is meant by "zero gravity?" By "weightlessness?" Is there really no gravity in space?
  • Sunday, November 18, 2007

    Newton's 2nd Law - Force, Mass, and Acceleration

    Link1. GO TO:
    http://www.usoe.k12.ut.us/curr/science/sciber00/8th/forces/sciber/newton2.htm

    2. Fill in the blanks:

    If a bowling ball and a soccer ball were both __________ at the same time from the roof of a tall building, which would hit the ground with a __________ force? Common sense tells us that the __________ ball would. We know that _________ accelerates all objects at the same __________, so both balls would hit the ground at the same time. Therefore the _________ in forces would be caused by the different __________ of the balls. Newton stated this relationship in his __________ law, the _______ of an object is equal to its ________ times its ______________. A karate master can exert a tremendous ________ by utilizing years of training, proper technique and focus. Although a human hand and forearm may have a _________ of _________, with proper technique, a karate sensei (master) will be able to use his entire body's __________ in breaking bricks. Combining a possible mass of 70 kg and an ___________ of 50 ______, this master will exert __________ of force, well more force needed to break several bricks. A ___________ bullet and a slow moving ________ both have tremendous force. The force of the bullet can be


    ____________ to its incredible ___________ while the force of the train comes from its _________ _________

    3. Identify 4 other occurrences where Newton's 2nd Law may apply.

    4. GO TO:

    http://www.beyondbooks.com/psc91/4d.asp



    5. Fill in the blanks:

    E = mc2 may be the most famous equation in physics, but Newton's second law ____________ is the most important. The second law ____________ force and acceleration — and incidentally keeps planets in their ____________ around the Sun. Before unleashing the second law, let's make two useful observations. First, it is intuitively clear that a ____________ force produces a ____________ acceleration. For example, two pro wrestlers ____________ on a stalled car will get it going ____________ than just one could. Second, ____________ or mass is somehow involved. Those two wrestlers would need to use more force to push a ____________ than to push a Volkswagen ____________.
    In fact, Newton realized that for a given force F, the ____________ the mass of the ____________, the smaller its acceleration. Thus, ____________ second law can be expressed concisely as follows: ____________.

    Finally

    Click on this link and follow the instructions at the top: F=MA

    Thursday, November 15, 2007

    7-1 Characteristics of Living Things - Discussion Question


    We have spent the past week learning about the characteristics of living things as they pertain to animals in the wild. What we have not discussed is the fact that humans are also part of the animal kingdom and we have developed certain characteristics that have made us one of the most successful species on earth.

    Identify and explain some of these characteristics. How may these characteristics impact the earth both positively and negatively.

    You may post your thoughts to this question as a response directly on this blog or you may write them down in your notebooks.

    Thursday, November 1, 2007

    Characteristics of Living Things - 7th Grade


    Goal/Objectives:

    All living things share certain characteristics. In this activity you will investigate how one particular animal displays these characteristics and how these characteristics help that animal to survive in its environment.

    Introduction:

    All living things share the following characteristics. Living things can:
    1. Move
    2. Metabolize (including eating, digesting, and excreting)
    3. Grow and develop
    4. Respond to the environment
    5. Reproduce
    6. Adapt to the environment

    The special way that each organism exhibits these characteristics makes it suitable for a specific environment. Organisms can survive only in certain environments because of their particular characteristics.

    Task:

    Pick an organism that interests you. Research, using the Internet, Nature or Encarta encyclopedia, and other library resources, how that animal shows the 6 characteristics listed above and how these characteristics help this animal to survive in its environment. Present your information in a PowerPoint slide show.

    Process:

    Answer as many of the following questions as possible while doing your research, and then incorporate them into your report/slide show. (Note: Each of the topics must be included, at least briefly, in your report.) Feel free to include other things under each topic that may not be mentioned.

    1. Move – How fast does this organism move? Does it tend to move for short periods of time or long periods of time? When is this organism the most active? Does this organism migrate?
    2. Metabolize – What does this organism eat? How much does this organism need to eat? How often does this organism eat? How does this organism’s digestion work? How does this organism excrete waste?

    3. Grow and develop – How long does it take this organism to reach maturity? How long does this organism usually live? Who takes care of the offspring? How do the offspring learn? Does this organism undergo any metamorphosis?

    4. Respond to the environment – What does this organism do when faced with danger? Does this organism have a territory? How is this territory marked and protected? How does this organism protect its young? How does this organism get along with others of its kind?

    5. Reproduce – How long does it take this organism to reproduce? How many offspring are born at once? What kind of reproduction does this organism use?

    6. Adaptations – How do the characteristics that this organism displays help it to adapt and survive in its environment? Does this organism have special features to help it survive?

    7. Extinction – What things could happen to this organism to cause its extinction? Does this organism have special needs that may not be met in the future? Could this organism be moved to another location to help it from becoming extinct? What things would need to be considered if this organism were moved to a zoo or other artificial environment? What precautions should humans take to ensure the survival of this organism?

    Resources:
    1. http://www.wildlifeafrica.co.za/animalbehavior.html

    2. http://www.sandiegozoo.org/index.html

    3. http://animals.nationalgeographic.com/

    4. http://animal.discovery.com/

    5. http://www.dmoz.org/Kids

    6. http://webtech.kennesaw.edu


    Tuesday, October 23, 2007

    Velocity and Acceleration


    1. Begin by clicking here

    2. Read the top paragraph and complete the following sentences.


    3. A person can be moving very fast, and still not be ____________. Acceleration has to do with changing how _____________ an object is _____________. If an object is not changing its ____________, then the object is not ______________. Anytime an object's velocity is _____________, that object is said to be accelerating; it has an _____________


    4. Now click here ==> ANIMATION

    follow the procedures and answer the three questions.

    1. _________________

    2. _________________

    3. _________________


    5. Now click Here

    In 3 to 4 sentences explain why it is important for the news to report the velocity of a storm and not just the speed.

    Tuesday, October 2, 2007

    Metric Conversion Table


    To convert to a smaller unit, move decimal point to the right or multiply. ======>

    To convert to a larger unit, move decimal point to the left or divide. <======

    Wednesday, September 26, 2007

    Metric Web Quest

    Measuring Up: A Metric Challenge

    Did you ever wonder why you have to learn two systems of measurement when all the other kids in the world need to learn only one? Come along on a journey through the metric system and see how easy it is to "Go Metric!"

    Click here to begin web quest.

    Good Luck!



    Wednesday, September 19, 2007

    Tuesday, May 15, 2007

    Waves Web Quest - Chapter 18

    Waves

    Chapter 18

    Begin by visiting: http://sunshine.chpc.utah.edu/labs/waves/wave_basics/waves.htm?ASPIRE_Session=4c6797aa01065603d06aa431c8d2ed64

    Read all the information on the page and answer the following questions.

    1. What are light and sound forms of, and how do they move?

    2. What do waves transfer? Please give examples.

    3. Infer why a boat in the ocean only moves up and down as the waves pass but is not carried to shore by waves.

    4. Explain what a periodic wave is and give an example.

    5. In the space below, sketch and label an example of a wave.

    6. At the bottom of the page are three words underlined in blue. Click on each word, complete each activity, explain your observations and define each word.
    Amplitude:

    Define –

    Observations -

    Wavelength:

    Define –

    Observations -

    Frequency:

    Define –

    Observations -


    7. Scroll up to the interactive wave window. (With green air molecules).

    Click on the left and drag up and down. (You just created a transverse wave) Summarize your observations below.

    8. Now move the molecules left and right. (You just created a compressional wave or longitudinal wave) Summarize your observations below.


    Now Go to: http://www.glenbrook.k12.il.us/gbssci/Phys/Class/waves/u10l1c.html

    Read all the information on the page and answer the following questions.

    9. Compare and contrast a transverse wave and a longitudinal (compressional) wave. Please give examples of each kind of wave.


    10. Identify at least one way in which scientists categorize waves.


    Now go to: http://surendranath.tripod.com/Applets/Waves/Twave01/Twave01Applet.html

    Leave setting on “progressive wave” (top) but change the settings for amplitude and wavelength. (bottom)

    Observe the wave carefully as you change the values for wavelength and answer the following question.

    11. What is the relationship between frequency and wavelength? What happens to the wavelength as the frequency increases?


    Read all the information on the page and answer the following questions.

    12. Are sound waves transverse or compressional? And how do they transfer energy?

    13. Through what medium are sound waves able to travel? Unable to travel?

    14. Imagine you are aboard a space craft somewhere in the galaxy. Would you be able to hear the roaring approach of another ship?


    Now go to: http://library.thinkquest.org/19537/

    Click on the physics link to the left.

    Then click on the Properties of a Sound Wave link. Read all the information on the page and answer the following.


    15. What is the period of a sound wave?

    16. Identify the relationship between pitch and frequency.


    Now click on the green arrow at the bottom right of the page. Read all the information about the SPEED OF SOUND on the page and answer the following.

    17. What are the two factors that affect the speed of sound? Through which medium does sound travel the fastest?


    Now click on the Sound lab link located on the left column. You will see 5 sound applets. Interact with each one and summarize you observations. Explanations for each one can be found on the website as well.

    1.Beats Applet -



    2.Doppler Effect Applet -



    3.Harmonics Applet -



    4.Wave Applet -



    5.SoundScene Applet -

    Wednesday, May 2, 2007

    Electricity and Magnetism Web Quest

    Begin by visiting

    http://micro.magnet.fsu.edu/electromag/java/faraday/

    1. In the space below explain what you observed.


    2. What does the deflection of the compass indicate?


    3. Define: Electromagnetic Induction:

    http://micro.magnet.fsu.edu/electromag/java/faraday2/

    Read about Faraday's Magnetic Field Induction Experiment then use the mouse to move the magnet inside the coil.

    4. In the space below explain what you observed.


    5. What is necessary to induce a current in a nearby circuit?


    6. What does a galvanometer measure?

    7. Analyze Faraday's Magnetic Field Induction Experiment and determine how it helped lead to the development of modern day power plants. Please include examples and at least one diagram.

    Now go to:

    http://encarta.msn.com/media_701765048_761574329_-1_1/Electric_Generator.html

    Watch the short animation on electric generators and answer the following questions.

    8. What does an electric generator do?

    9. Explain why the generator in the animation is considered an AC generator. Predict how an AC generator is different then a DC generator.

    Now go to:

    http://electronics.howstuffworks.com/motor.htm


    Watch the video (optional), read the page information then click “Next”
    Read “Inside an Electric Motor” and complete the following.

    10. What does a motor use to create motion?

    11. Explain what causes rotational motion in an electric motor.

    12. In the space below draw a diagram of an electric motor and label the 6 main parts.

    Now go to: http://www.andythelwell.com/blobz/

    Click “enter” and follow the directions on the web page. Note that there are 5 sections; each section has an information portion, an activity and a quiz. Please complete all three for each section.

    Now go to: http://education.jlab.org/vocabhangman/index.html

    Scroll down to the Force, Motion and Energy section and check the electricity and magnetism box. Now scroll to the bottom and click on the “Ready – Begin” link. Complete the interactive hangman game. There are several questions so be sure to click “next question”.

    After you complete the hangman activity, visit:
    http://micro.magnet.fsu.edu/electromag/java/transformer/index.html

    Read all the information on the page then answer the following questions.

    13. Briefly explain what transformers are used for.

    14. Compare and contrast a step up transformer and a step down transformer.

    15. Now change the voltage and winding levels and closely observe the changes in the input/output voltage. In the space below, briefly summarize your observations.

    Finally: Visit: http://ippex.pppl.gov/interactive/electricity/
    Read the introduction then click on the right arrow.

    Now read the information that follows and answer the questions below.

    16. Define Electricity.

    17. Briefly explain what static electricity is?

    18. Now that you have explained static electricity, you are ready to try the balloon activity found on the site and explain why the balloon sticks to the wall.

    Continue to click on the right arrow.

    19. Define Current electricity

    20. What does a common circuit consist of?

    (HINT) It is a good idea to bookmark this website at home so you may use it as a reference for homework/studying

    If you have finished early, you may visit http://www.wonderville.ca/v1/home.html
    Click on energy street and design your own energy efficient city street.

    Wednesday, April 18, 2007

    Nicole T. Web Quest

    Background Information
    An electromagnet is a strong temporary magnet made by inserting an iron core into a wire coil and passing an electric current through the wire.

    Go to: http://www.howstuffworks.com/electromagnet.htm

    Study the content on the page and answer the following questions.

    What is the basic idea behind an electromagnet?

    What sort of things can you create with electromagnets?

    Click “Next” at the bottom right, read the article and answer the following questions.

    What is the fundamental law of all magnets?


    Compare and contrast a normal magnet and an electromagnet.


    Click “Next” at the bottom right, read the article and answer the following questions.

    An electromagnet starts with a _________________ (or some other

    source of power) and a wire. What a battery produces is

    _____________________.


    Explain how an electron flows in an electromagnet.


    What is the basis of an electromagnet?


    Click “Next” at the bottom right, read the article and answer the following question.

    Explain why the compass needle swings away from the north when placed near an electromagnet. What is affecting the compass?


    Click “Next” at the bottom right, read the article and answer the following question.

    Hypothesize how you can increase the magnetic field of an electromagnet. Explain why this method works.


    Go to: http://www.fossweb.com/modules3-6

    Follow the links for electricity and magnetism until you get to the electromagnet game.

    Read the instructions then start the game!

    Fill in the following blanks with the values that enabled your magnet to lift all 75 shavings.

    Wire Gauge___________ Wire Type___________ #of Winds_________

    Power Supply: AC or DC #of Volts ___________

    Thursday, March 29, 2007

    8th Grade Questions Due Monday (MARS)


    1. Discuss how meteorites are classified

    2. Discuss why Mars is referred to as the "red planet"? What do we know about the geologic history, surface, and atmosphere of Mars?

    3. Even before this meteorite was discovered, there has been discussion about life on Mars. What other scientific observations launched this speculation?

    4. What technology is available today that was not available 100 years ago to analyze a meteorite?

    5. Discuss the significance of the tiny fractures found on the rock

    Friday, March 16, 2007

    For this podcast, your group must

    1. Identify the characteristics of your Protist group.

    2. Identify and briefly describe the different types of Protists in your group.

    3. Explain the different ways the Protists in your group move.

    4. Explain how the Protists in your group affect other organisms.

    5. Predict what the world would be like without the Protist group you have been assigned.

    Thursday, March 15, 2007

    Fungus-like Protists


    Finally, for all those researching fungus-like Protists, post your comments here!

    Plant-like protists


    Students working on the plant-like protist project should post here.

    Animal-like Protists


    Students working on the animal-like protists can post here!

    Wednesday, March 14, 2007

    Update to Protist Lesson


    In yesterday's post I stated the project would be done in PowerPoint, you may also choose Garage band, which you can use to create a podcast.

    Tuesday, March 13, 2007

    Hello


    Hello 7-6, this is a new blog site i would like to try. You will be able to post on this blog and share ideas with the class. Please remember that all posts must be appropriate and directly related to the science lesson. What is the lesson you ask? This week you will be learning all about the kingdom Protista and produce a power point presentation on a selected topic.



    Monday, February 19, 2007

    Participate!

    Ok everyone! here is a way for you all to meet, share ideas and learn!