Collected RA 2.3
Gave quiz on Newton's 2nd Law
Continued showing Hewitt video on Newton's 2nd Law
Went over why, in the absence of air resistance, objects fall at the same rate.
Thursday, December 3, 2009
Tuesday, December 1, 2009
Tuesday, Dec 1, 2009 - APS 3A
Ask about Newton's Laws over long Thanksgiving weekend. "How many people slept in...?"
Newton's First Law - objects at rest tend to stay at rest.
What force got you up this morning? Fnet = ma. Force that got you up was your "ma".
Went over content objectives:
1. State Newton's 2nd Law both in words and in equations
2. Draw a correct free-body diagram with labels, that shows all the forces acting on an object
3. Explain why, with no air resistance, objects with different weights fall at the same rate.
Showed video clip on falling objects, vacuum and on Moon.
Went over RA 2.2
Showed start of Hewitt video on Newton's 2nd Law
Got as far as derivation of Fnet = ma
Asked why objects with different weights fall at the same rate...did not resolve due to lack of time.
Newton's First Law - objects at rest tend to stay at rest.
What force got you up this morning? Fnet = ma. Force that got you up was your "ma".
Went over content objectives:
1. State Newton's 2nd Law both in words and in equations
2. Draw a correct free-body diagram with labels, that shows all the forces acting on an object
3. Explain why, with no air resistance, objects with different weights fall at the same rate.
Showed video clip on falling objects, vacuum and on Moon.
Went over RA 2.2
Showed start of Hewitt video on Newton's 2nd Law
Got as far as derivation of Fnet = ma
Asked why objects with different weights fall at the same rate...did not resolve due to lack of time.
Monday, November 30, 2009
Monday, Nov 30, 2009 - APS 1B, 4B
Ask about Newton's Laws over long Thanksgiving weekend. "How many people slept in...?"
Newton's First Law - objects at rest tend to stay at rest.
What force got you up this morning? Fnet = ma. Force that got you up was your "ma".
Went over content objectives:
1. State Newton's 2nd Law both in words and in equations
2. Draw a correct free-body diagram with labels, that shows all the forces acting on an object
3. Explain why, with no air resistance, objects with different weights fall at the same rate.
Showed video clip on falling objects, vacuum and on Moon.
Went over RA 2.2
Showed start of Hewitt video on Newton's 2nd Law
Got as far as derivation of Fnet = ma
Asked why objects with different weights fall at the same rate...did not resolve due to lack of time.
Newton's First Law - objects at rest tend to stay at rest.
What force got you up this morning? Fnet = ma. Force that got you up was your "ma".
Went over content objectives:
1. State Newton's 2nd Law both in words and in equations
2. Draw a correct free-body diagram with labels, that shows all the forces acting on an object
3. Explain why, with no air resistance, objects with different weights fall at the same rate.
Showed video clip on falling objects, vacuum and on Moon.
Went over RA 2.2
Showed start of Hewitt video on Newton's 2nd Law
Got as far as derivation of Fnet = ma
Asked why objects with different weights fall at the same rate...did not resolve due to lack of time.
Tuesday, Nov 24, 2009 - APS 1B, 4B
Ask students what they told their parents about Inertia Lab Day.
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Monday, November 23, 2009
Monday, Nov 23, 2009 - 3A
Ask students what they told their parents about Inertia Lab Day.
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Friday, Nov 20, 2009 - 1B, 4B
Homework:
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Thurs, Nov 19, 2009 - 3A
Homework:
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Wed, Nov 18, 2009 - 1B, 4B
Out sick. Hank Dietz took class.
Linear Motion Test
Homework due Friday: RA 2.1
Linear Motion Test
Homework due Friday: RA 2.1
Monday, Nov 16, 2009 - 1B, 4B
Out sick. Hank Dietz took class.
Students worked on problems (hard copies) from Quia as review for test
Students worked on problems (hard copies) from Quia as review for test
Monday, Nov 9 2009 - 1B, 4B
Stamp RA 1.3 then go over in class
End of chapter Review Questions, Exercises, Problems
End of chapter Review Questions, Exercises, Problems
Friday, November 6, 2009
Friday, Nov 6, 2009 - 3A
Stamp RA 1.3 then go over in class
End of chapter Review Questions, Exercises, Problems
End of chapter Review Questions, Exercises, Problems
Tuesday, November 3, 2009
Tuesday, Nov 3, 2009 - 1B, 4B
Collected Ball and Ramp Labs
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Monday, Nov 2, 2009 - 3A
Collected Ball and Ramp Labs
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Friday, Oct 30, 2009 - 1B, 4B
Handed back papers
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Thursday, Oct 29, 2009 - 3A
Handed back papers
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Wed, Oct 28, 2009 - 1B, 4B
Act-A-Graph lab
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Friday.
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Friday.
Tuesday, October 27, 2009
Tuesday, Oct 26, 2009 - 3A
Act-A-Graph lab
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Thursday.
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Thursday.
Monday, October 26, 2009
Monday, Oct 26, 2009 - Blocks 1B, 4B
Went over how to describe the direction of vectors as some angle so many degrees and in what direction from one of the coordinate axes (N S E W)
Did several examples in class of describing vectors.
Checked over homework sheets for constructions of parallelograms while students measured angles and described vectors.
Handed out packet on problem solving strategy for d,s,t. Students worked on packet.
If they did not finish, they were to finish the packet for homework.
Showed some demos with dry ice.
In block 4, we actually obtained and plotted temperature and pressure points, plotted the graph, and extrapolated to zero pressure to find absolute zero. Also made quarters squeal when pressed into dry ice.
Did several examples in class of describing vectors.
Checked over homework sheets for constructions of parallelograms while students measured angles and described vectors.
Handed out packet on problem solving strategy for d,s,t. Students worked on packet.
If they did not finish, they were to finish the packet for homework.
Showed some demos with dry ice.
In block 4, we actually obtained and plotted temperature and pressure points, plotted the graph, and extrapolated to zero pressure to find absolute zero. Also made quarters squeal when pressed into dry ice.
Wednesday, Oct 21, 2009 - Block 3A
Collected graphical addition of vector worksheet.
Handed out packet on problem solving strategy for d,s,t problems with no acceleration. Students worked on it in class. If they finished, they could check their answers with mine. If they didn't finish, I asked them to finish for homework.
There is an optional Quia available for additional practice on d,s,t problems.
Students did the ball on track lab, measuring the speed of the ball and comparing their result to the motion detector measurement. Students wrote up procedure for lab, gave results, and handed it in.
Handed out packet on problem solving strategy for d,s,t problems with no acceleration. Students worked on it in class. If they finished, they could check their answers with mine. If they didn't finish, I asked them to finish for homework.
There is an optional Quia available for additional practice on d,s,t problems.
Students did the ball on track lab, measuring the speed of the ball and comparing their result to the motion detector measurement. Students wrote up procedure for lab, gave results, and handed it in.
Tuesday, Oct 20, 2009 - Blocks 1B, 4B
Went over measurement test.
Went over RA 1.1
Handed out graphical addition of vectors worksheet for homework - due next Monday
Went over RA 1.1
Handed out graphical addition of vectors worksheet for homework - due next Monday
Monday, October 19, 2009
Monday, Oct 19, 2009 - Block 3A
Handed back and went over test.
Asked who made money from reaction time lab.
Went over RA 1.1
Students tried measuring the speed of a ball lab. Only two groups got speeds that I could check with computer. The idea was to have students write down the procedure so that another student in the group could follow it - just ran out of time.
For homework, handed out worksheet on adding vectors graphically.
Asked who made money from reaction time lab.
Went over RA 1.1
Students tried measuring the speed of a ball lab. Only two groups got speeds that I could check with computer. The idea was to have students write down the procedure so that another student in the group could follow it - just ran out of time.
For homework, handed out worksheet on adding vectors graphically.
Thursday, October 15, 2009
Fri, Oct 16, 2009 - 1B, 4B
Test on Measurement, Scientific Notation, Graphs, Unit Conversions, Metric Prefixes
Hand out RA 1.1 - due Tues
Hand out RA 1.1 - due Tues
Thursday, Oct 15, 2009 - 3A
Test on Measurement, Scientific Notation, Graphs, Unit Conversions, Metric Prefixes
When students were done, I put a data table on the board and asked students to graph the data. Do you get a linear trend? No
We then manipulated the data by squaring one of the variables. Students replotted the data and did get a linear trend. Students drew a best fit straight line through the origin and found the slope. Using the equation of the straight line though the origin, y = m * x, they got the relationship between the variables.
Hand out RA 1.1 - due Mon
When students were done, I put a data table on the board and asked students to graph the data. Do you get a linear trend? No
We then manipulated the data by squaring one of the variables. Students replotted the data and did get a linear trend. Students drew a best fit straight line through the origin and found the slope. Using the equation of the straight line though the origin, y = m * x, they got the relationship between the variables.
Hand out RA 1.1 - due Mon
Wed, Oct 14, 2009 - 1B, 4B
Students took warm-up quiz while I stamped HW sheet on Scientific notation and using calculators for completeness.
Went over Quiz
Went over HW
Collected HW on Scientific notation and using a calculator.
Showed conversions between mm, cm, m, km
Showed how to do the unit conversions.
Students did Length Measurement Lab
After doing part 1, students checked answers with instructor before proceeding with rest of lab.
I collected labs.
Test next time on Measurement, Scientific Notation, Metric Prefixes, Unit Conversions, Graphs
There is a Quia quiz available to review for the test.
Went over Quiz
Went over HW
Collected HW on Scientific notation and using a calculator.
Showed conversions between mm, cm, m, km
Showed how to do the unit conversions.
Students did Length Measurement Lab
After doing part 1, students checked answers with instructor before proceeding with rest of lab.
I collected labs.
Test next time on Measurement, Scientific Notation, Metric Prefixes, Unit Conversions, Graphs
There is a Quia quiz available to review for the test.
Tues, Oct 13, 2009 - 3A
Students took warm-up quiz while I stamped HW sheet on Scientific notation and using calculators for completeness.
Went over Quiz
Went over HW
Collected HW on Scientific notation and using a calculator.
Showed conversions between mm, cm, m, km
Showed how to do the unit conversions.
Students did Length Measurement Lab
After doing part 1, students checked answers with instructor before proceeding with rest of lab.
I collected labs.
Test next time on Measurement, Scientific Notation, Metric Prefixes, Unit Conversions, Graphs
There is a Quia quiz available to review for the test.
Went over Quiz
Went over HW
Collected HW on Scientific notation and using a calculator.
Showed conversions between mm, cm, m, km
Showed how to do the unit conversions.
Students did Length Measurement Lab
After doing part 1, students checked answers with instructor before proceeding with rest of lab.
I collected labs.
Test next time on Measurement, Scientific Notation, Metric Prefixes, Unit Conversions, Graphs
There is a Quia quiz available to review for the test.
Monday, Oct 12, 2009 - 1B, 4B
Warm-up quiz on converting between scientific notation and longhand.
Went over quiz in class.
Did not collect quiz.
Went over Sheet 3 of the Guided notes on Using a calculator and metric prefixes.
HW due next time - worksheet on Scientific Notation and using a calculator
Went over quiz in class.
Did not collect quiz.
Went over Sheet 3 of the Guided notes on Using a calculator and metric prefixes.
HW due next time - worksheet on Scientific Notation and using a calculator
Thurs, Oct 8, 2009 - 3A
Warm-up quiz on converting between scientific notation and longhand.
Went over quiz in class.
Did not collect quiz.
Went over Guided notes on Graphs, Using a calculator and metric prefixes.
HW due next time - worksheet on Scientific Notation and using a calculator
Went over quiz in class.
Did not collect quiz.
Went over Guided notes on Graphs, Using a calculator and metric prefixes.
HW due next time - worksheet on Scientific Notation and using a calculator
Wed, Oct 7, 2009 - 1B, 4B
Went over HW on Interpreting Graphs (T-S curve)
Went over two Guided note sheets, graphs and scientific notation.
Quia quizzes are available for Scientific Notation and Metric Prefixes
Went over two Guided note sheets, graphs and scientific notation.
Quia quizzes are available for Scientific Notation and Metric Prefixes
Tues, Oct 6, 2009 - 3A
Took students to library computer lab to do the Excel Spreadsheet lab for round objects.
With no assembly and the full time, all students were able to finish the computer lab.
With no assembly and the full time, all students were able to finish the computer lab.
Monday, Oct 5, 2009 - 1B, 4B
Handed back tests.
Asked if there were any questions.
Went around and answered individual questions.
Took students to computer lab and did Excel Spreadsheet Lab for round objects.
Unfortunately, we had an assembly that day that chopped out 15 minutes of class time. Students did not finish computer lab.
Asked students to redo lab at home if they wanted credit.
I emailed the data table to save time.
Asked if there were any questions.
Went around and answered individual questions.
Took students to computer lab and did Excel Spreadsheet Lab for round objects.
Unfortunately, we had an assembly that day that chopped out 15 minutes of class time. Students did not finish computer lab.
Asked students to redo lab at home if they wanted credit.
I emailed the data table to save time.
Fri, Oct 2, 2009 - 3A
Handed back tests.
Asked if there were any questions.
Went around and answered individual questions.
Students took out Graphing of Round Objects labs.
Showed how to use method of min and max slope to find average slope and uncertainty.
Students did this on their graphs.
Collected Graphing of Round Objects Lab Reports.
Handed out Interpreting Graphs Worksheet. Students were asked to do this in class. Went over worksheet.
Asked if there were any questions.
Went around and answered individual questions.
Students took out Graphing of Round Objects labs.
Showed how to use method of min and max slope to find average slope and uncertainty.
Students did this on their graphs.
Collected Graphing of Round Objects Lab Reports.
Handed out Interpreting Graphs Worksheet. Students were asked to do this in class. Went over worksheet.
Thurs, Oct 1 - 1B, 4B
HW: finish graph and hand in graph and data table on Friday.
Students took Material Science test. Took about 40 min including survey.
Talked about graphs. In this class we make line graphs to show the relationship between variables.
Divided students into groups of 3 and did round object lab. Students are to finish the graphs for HW and hand in on Monday.
Students took Material Science test. Took about 40 min including survey.
Talked about graphs. In this class we make line graphs to show the relationship between variables.
Divided students into groups of 3 and did round object lab. Students are to finish the graphs for HW and hand in on Monday.
Wednesday, September 30, 2009
Wed, Sep 30, 09 - APS-3A
HW: finish graph and hand in graph and data table on Friday.
Students took Material Science test. Took about 40 min including survey.
Talked about graphs. In this class we make line graphs to show the relationship between variables.
Divided students into groups of 3 and did round object lab. Students are to finish the graphs for HW and hand in on Friday.
Students took Material Science test. Took about 40 min including survey.
Talked about graphs. In this class we make line graphs to show the relationship between variables.
Divided students into groups of 3 and did round object lab. Students are to finish the graphs for HW and hand in on Friday.
Tuesday, September 29, 2009
Tuesday, Sept 29, 09 - APS 1B, 4B
HW: Check Quia for review questions
Test next time on Material Science
Reviewed previous class results
Quiz on previous class
Powerpoint on polymers
Recognizing patterns and making connections.
What is a polymer - many parts
polymer is a long chained molecule made of many repeating parts
Had students recite this until they could do it with gusto
Classifying polymers - natural vs synthetic
Went around room asking for examples of natural polymers
Told Nydam's joke about silk worms having race to see who could produce the most silk - ended in a tie
Examples of synthetic polymers - come from petroleum
Thermoplastics - recyclable (recycle numbers on products)
Thermosets - non-recyclable
Packing peanuts - how many peanuts can I fit in film canister?
Starch vs polystyrene peanuts. Do you thing that the different properties in what dissolves what could tell you something about the microscopic structure of the polymers? Would it be wise to pour gasoline in a styrofoam cup?
Synthetic polymers come from petroleum. Slides showed that as number of carbons increased, so did density, melting point temperature, and boiling point temperature.
Hand hold model of polymerization. Did in hall. Hands represent chemical bonds, bodies represent carbon atoms.
Chain model of polymer. Chain was 2500 beads long; a normal polyethylene molecule has 10,000 carbons. Had students visualize entanglement. Showed with steel wool.
Steel wool is held together by entanglement, but there are some holes. If you have a potato chip bag, it is polymer on the outside, but you don't want air to get in so you coat the inside with aluminum.
The coke can is made of aluminum. But it holds coca cola which is acidic. To protect the metal, the can is coated on the inside with a polymer layer - show can.
HDPE vs LDPE. Story of trucks with trees. Used heat gun to separate HDPE and make more transparent. As it cools, it goes back to being tighter packed with fewer spaces and less transparent. Heated again and blew bubble.
In some classes handed out strips of garbage bag and allowed students to stretch it to make the longest strip. As it stretched, it became more transparent.
Back to slide of chemical structures of various polymers. PVC replaces H with Cl.
Identified monomer units.
Finished with using torch on light bulb forming dimple (low pressure inside) and then pimple (high pressure inside from heating up atoms and molecules). Temperature is random wiggling and jiggling of particles. In some classes, plugged bulb in and it lit.
Test next time on Material Science
Reviewed previous class results
Quiz on previous class
Powerpoint on polymers
Recognizing patterns and making connections.
What is a polymer - many parts
polymer is a long chained molecule made of many repeating parts
Had students recite this until they could do it with gusto
Classifying polymers - natural vs synthetic
Went around room asking for examples of natural polymers
Told Nydam's joke about silk worms having race to see who could produce the most silk - ended in a tie
Examples of synthetic polymers - come from petroleum
Thermoplastics - recyclable (recycle numbers on products)
Thermosets - non-recyclable
Packing peanuts - how many peanuts can I fit in film canister?
Starch vs polystyrene peanuts. Do you thing that the different properties in what dissolves what could tell you something about the microscopic structure of the polymers? Would it be wise to pour gasoline in a styrofoam cup?
Synthetic polymers come from petroleum. Slides showed that as number of carbons increased, so did density, melting point temperature, and boiling point temperature.
Hand hold model of polymerization. Did in hall. Hands represent chemical bonds, bodies represent carbon atoms.
Chain model of polymer. Chain was 2500 beads long; a normal polyethylene molecule has 10,000 carbons. Had students visualize entanglement. Showed with steel wool.
Steel wool is held together by entanglement, but there are some holes. If you have a potato chip bag, it is polymer on the outside, but you don't want air to get in so you coat the inside with aluminum.
The coke can is made of aluminum. But it holds coca cola which is acidic. To protect the metal, the can is coated on the inside with a polymer layer - show can.
HDPE vs LDPE. Story of trucks with trees. Used heat gun to separate HDPE and make more transparent. As it cools, it goes back to being tighter packed with fewer spaces and less transparent. Heated again and blew bubble.
In some classes handed out strips of garbage bag and allowed students to stretch it to make the longest strip. As it stretched, it became more transparent.
Back to slide of chemical structures of various polymers. PVC replaces H with Cl.
Identified monomer units.
Finished with using torch on light bulb forming dimple (low pressure inside) and then pimple (high pressure inside from heating up atoms and molecules). Temperature is random wiggling and jiggling of particles. In some classes, plugged bulb in and it lit.
Monday, Sept 28, 2009 - 3A
HW: Check Quia for review questions
Test next time on Material Science
Reviewed previous class results
Quiz on previous class
Powerpoint on polymers
Recognizing patterns and making connections.
What is a polymer - many parts
polymer is a long chained molecule made of many repeating parts
Had students recite this until they could do it with gusto
Classifying polymers - natural vs synthetic
Went around room asking for examples of natural polymers
Told Nydam's joke about silk worms having race to see who could produce the most silk - ended in a tie
Examples of synthetic polymers - come from petroleum
Thermoplastics - recyclable (recycle numbers on products)
Thermosets - non-recyclable
Packing peanuts - how many peanuts can I fit in film canister?
Starch vs polystyrene peanuts. Do you thing that the different properties in what dissolves what could tell you something about the microscopic structure of the polymers? Would it be wise to pour gasoline in a styrofoam cup?
Synthetic polymers come from petroleum. Slides showed that as number of carbons increased, so did density, melting point temperature, and boiling point temperature.
Hand hold model of polymerization. Did in hall. Hands represent chemical bonds, bodies represent carbon atoms.
Chain model of polymer. Chain was 2500 beads long; a normal polyethylene molecule has 10,000 carbons. Had students visualize entanglement. Showed with steel wool.
HDPE vs LDPE. Story of trucks with trees. Used heat gun to separate HDPE and make more transparent. As it cools, it goes back to being tighter packed with fewer spaces and less transparent. Heated again and blew bubble.
Back to slide of chemical structures of various polymers. PVC replaces H with Cl.
Identified monomer units.
Finished with using torch on light bulb forming dimple (low pressure inside) and then pimple (high pressure inside from heating up atoms and molecules). Temperature is random wiggling and jiggling of particles. In some classes, plugged bulb in and it lit.
Test next time on Material Science
Reviewed previous class results
Quiz on previous class
Powerpoint on polymers
Recognizing patterns and making connections.
What is a polymer - many parts
polymer is a long chained molecule made of many repeating parts
Had students recite this until they could do it with gusto
Classifying polymers - natural vs synthetic
Went around room asking for examples of natural polymers
Told Nydam's joke about silk worms having race to see who could produce the most silk - ended in a tie
Examples of synthetic polymers - come from petroleum
Thermoplastics - recyclable (recycle numbers on products)
Thermosets - non-recyclable
Packing peanuts - how many peanuts can I fit in film canister?
Starch vs polystyrene peanuts. Do you thing that the different properties in what dissolves what could tell you something about the microscopic structure of the polymers? Would it be wise to pour gasoline in a styrofoam cup?
Synthetic polymers come from petroleum. Slides showed that as number of carbons increased, so did density, melting point temperature, and boiling point temperature.
Hand hold model of polymerization. Did in hall. Hands represent chemical bonds, bodies represent carbon atoms.
Chain model of polymer. Chain was 2500 beads long; a normal polyethylene molecule has 10,000 carbons. Had students visualize entanglement. Showed with steel wool.
HDPE vs LDPE. Story of trucks with trees. Used heat gun to separate HDPE and make more transparent. As it cools, it goes back to being tighter packed with fewer spaces and less transparent. Heated again and blew bubble.
Back to slide of chemical structures of various polymers. PVC replaces H with Cl.
Identified monomer units.
Finished with using torch on light bulb forming dimple (low pressure inside) and then pimple (high pressure inside from heating up atoms and molecules). Temperature is random wiggling and jiggling of particles. In some classes, plugged bulb in and it lit.
Friday, Sept 25, 2009 - APS 1B., 4B
HW: Check Quia for review and summary questions
5-min quiz on ideas from crystal structure of metals lab.
Went over Quiz
Content Objectives:
Students will be able to
1. Explain how the rate of cooling affects crystal growth
2. Describe with pictures, defects in metals
3. Explain how defects can affect properties of metals
BB Boards - 1 per 2 people
Showed defects: vacancies and line defects
Showed grains - regular groupings of BBs (models of atoms)
Had students sketch pictures of defects and grains in their notes.
BB board worked great on overhead
Handed out 6" pieces of metal wire, 1 per 4 students. Told students NOT to touch them.
Group nominated one student to bend the wire, and then bend back. It did not get straight showing that it was harder to bend, stronger.
Bending introduced defects. The slip planes could not move through the defects as well making the metal less ductile and stronger.
Showed intro to Conan the Barbarian - where they make the sword. Talked about the various scenes: heating to change crystal structure to make easier to shape, hammering to introduce carbon to make steel and also pound out impurities, bellows to add air to get a hotter flame, quenching to make hard, annealing to make strong and flexible.
Used BB boards to model rapid cooling (small or no grains) and slow cooling (large crystals). Showed pictures of Chihuahua Giant Crystals, Giant's Causeway basalt columns, basalt columns in Columbia River Gorge. Discussed rate of crystal formation and size.
Talked about cooling lava that contained different materials with different temperatures at which they solidity. Used analogy of room mates moving into a room. First to move in gets more space. First crystals to form are larger.
Students worked in groups of 4. One returned BB boards and wires. One got a microscope, showed how to handle it. One got goggles. Students set up microscopes at lowest setting. I handed out slides with Phenyl Salicylate. Student with goggles heated to melting with barbecue lighter. I went around and placed seed crystal on slide so students could watch crystal formation. I asked them to see what happened when grain boundaries ran into each other and also check the shape of the crystals (rhombic).
5-min quiz on ideas from crystal structure of metals lab.
Went over Quiz
Content Objectives:
Students will be able to
1. Explain how the rate of cooling affects crystal growth
2. Describe with pictures, defects in metals
3. Explain how defects can affect properties of metals
BB Boards - 1 per 2 people
Showed defects: vacancies and line defects
Showed grains - regular groupings of BBs (models of atoms)
Had students sketch pictures of defects and grains in their notes.
BB board worked great on overhead
Handed out 6" pieces of metal wire, 1 per 4 students. Told students NOT to touch them.
Group nominated one student to bend the wire, and then bend back. It did not get straight showing that it was harder to bend, stronger.
Bending introduced defects. The slip planes could not move through the defects as well making the metal less ductile and stronger.
Showed intro to Conan the Barbarian - where they make the sword. Talked about the various scenes: heating to change crystal structure to make easier to shape, hammering to introduce carbon to make steel and also pound out impurities, bellows to add air to get a hotter flame, quenching to make hard, annealing to make strong and flexible.
Used BB boards to model rapid cooling (small or no grains) and slow cooling (large crystals). Showed pictures of Chihuahua Giant Crystals, Giant's Causeway basalt columns, basalt columns in Columbia River Gorge. Discussed rate of crystal formation and size.
Talked about cooling lava that contained different materials with different temperatures at which they solidity. Used analogy of room mates moving into a room. First to move in gets more space. First crystals to form are larger.
Students worked in groups of 4. One returned BB boards and wires. One got a microscope, showed how to handle it. One got goggles. Students set up microscopes at lowest setting. I handed out slides with Phenyl Salicylate. Student with goggles heated to melting with barbecue lighter. I went around and placed seed crystal on slide so students could watch crystal formation. I asked them to see what happened when grain boundaries ran into each other and also check the shape of the crystals (rhombic).
Thursday, Sept 24, 09 - APS-3A
HW: Check Quia for review and summary questions
5-min quiz on ideas from crystal structure of metals lab.
Went over Quiz
Content Objectives:
Students will be able to
1. Explain how the rate of cooling affects crystal growth
2. Describe with pictures, defects in metals
3. Explain how defects can affect properties of metals
BB Boards - 1 per 2 people
Showed defects: vacancies and line defects
Showed grains - regular groupings of BBs (models of atoms)
Had students sketch pictures of defects and grains in their notes.
BB board worked great on overhead
Handed out 6" pieces of metal wire, 1 per 4 students. Told students NOT to touch them.
Group nominated one student to bend the wire, and then bend back. It did not get straight showing that it was harder to bend, stronger.
Bending introduced defects. The slip planes could not move through the defects as well making the metal less ductile and stronger.
Showed intro to Conan the Barbarian - where they make the sword. Talked about the various scenes: heating to change crystal structure to make easier to shape, hammering to introduce carbon to make steel and also pound out impurities, bellows to add air to get a hotter flame, quenching to make hard, annealing to make strong and flexible.
Used BB boards to model rapid cooling (small or no grains) and slow cooling (large crystals). Showed pictures of Chihuahua Giant Crystals, Giant's Causeway basalt columns, basalt columns in Columbia River Gorge. Discussed rate of crystal formation and size.
Talked about cooling lava that contained different materials with different temperatures at which they solidity. Used analogy of room mates moving into a room. First to move in gets more space. First crystals to form are larger.
Students worked in groups of 4. One returned BB boards and wires. One got a microscope, showed how to handle it. One got goggles. Students set up microscopes at lowest setting. I handed out slides with Phenyl Salicylate. Student with goggles heated to melting with barbecue lighter. I went around and placed seed crystal on slide so students could watch crystal formation. I asked them to see what happened when grain boundaries ran into each other and also check the shape of the crystals (rhombic).
5-min quiz on ideas from crystal structure of metals lab.
Went over Quiz
Content Objectives:
Students will be able to
1. Explain how the rate of cooling affects crystal growth
2. Describe with pictures, defects in metals
3. Explain how defects can affect properties of metals
BB Boards - 1 per 2 people
Showed defects: vacancies and line defects
Showed grains - regular groupings of BBs (models of atoms)
Had students sketch pictures of defects and grains in their notes.
BB board worked great on overhead
Handed out 6" pieces of metal wire, 1 per 4 students. Told students NOT to touch them.
Group nominated one student to bend the wire, and then bend back. It did not get straight showing that it was harder to bend, stronger.
Bending introduced defects. The slip planes could not move through the defects as well making the metal less ductile and stronger.
Showed intro to Conan the Barbarian - where they make the sword. Talked about the various scenes: heating to change crystal structure to make easier to shape, hammering to introduce carbon to make steel and also pound out impurities, bellows to add air to get a hotter flame, quenching to make hard, annealing to make strong and flexible.
Used BB boards to model rapid cooling (small or no grains) and slow cooling (large crystals). Showed pictures of Chihuahua Giant Crystals, Giant's Causeway basalt columns, basalt columns in Columbia River Gorge. Discussed rate of crystal formation and size.
Talked about cooling lava that contained different materials with different temperatures at which they solidity. Used analogy of room mates moving into a room. First to move in gets more space. First crystals to form are larger.
Students worked in groups of 4. One returned BB boards and wires. One got a microscope, showed how to handle it. One got goggles. Students set up microscopes at lowest setting. I handed out slides with Phenyl Salicylate. Student with goggles heated to melting with barbecue lighter. I went around and placed seed crystal on slide so students could watch crystal formation. I asked them to see what happened when grain boundaries ran into each other and also check the shape of the crystals (rhombic).
Wednesday, September 23, 2009
Wed Sept 23, 2009 - APS 1B, APS 4B
I put the Conclusions Questions on Quia as well as a couple of other questions.
I didn't think of it until the 4B class so only they got told even though all of the APS students can now access this quiz.
Students took out Crystal Structure of Metals worksheet.
I had them do a warm up, asking how far they got, and if they did not finish, where did they get stuck.
In Block 1A Went over the packet in detail as a class. In Block 4A we tried the iron wire demo first before going over the packet since so many students were leaving early for sporting events.
Did a conclusions section that highlighted the main points of the lab:
Conclusions:
1. Rank the different crystal structures of metals, FCC (face centered cubic), BCC (body-centered cubic), and HCP (Hexagonal Close Packed) in terms of their ductility, most ductile to least ductile:
Most ductile: ________________ ________________ ________________ Least ductile
2. Is it possible to predict crystal structure of a metal based on the physical property of ductility, the ability to be shaped by hammering? ____________
3. Gold has a __________ crystal structure. Iron has a ____________ crystal structure. Which is more easily shaped by hammering? ____________
4. Comparing FCC and BCC, which crystal structure is more tightly packed (has the higher packing factor): ____________
5. Suppose a metal could change its crystal structure from FCC to BCC. For the same number of atoms, would the volume increase, decrease, or stay the same? ____________
6. Suppose you had a thin wire metal, and the metal in the wire changed its crystal structure from FCC to BCC. Would the length of the wire increase, decrease, or stay the same? __________
Showed setup for Iron Wire Demo.
In class 1B we did the demo twice, once showing the change in length as the wire underwent the phase change while cooling and the second time showing the loss of magnetism at high temperatures.
In class 4B we did the demo but the phase change effect was not very noticeable. The second time I tried it, there were problems with the variac so I shut it down early and just went over the packet.
Did the demo. Students made observations.
Students noted the expansion of the wire as it got heated up.
The wire heated to glowing showing that it was hot enough to emit light.
Students were asked to observe what happened to the wire when I shut off the power.
It was a bit subtle, but the wire did shrink a bit, and then expand - showing the phase change from FCC to BCC as it cooled.
Finished with discussion of the Twin Towers on 9/11 and how the phase change in the steel girders could have caused them to become more ductile, along with ~9% uneven shrinkage, adding to the collapse.
I really like this demo because there are just so many ideas shown.
I didn't think of it until the 4B class so only they got told even though all of the APS students can now access this quiz.
Students took out Crystal Structure of Metals worksheet.
I had them do a warm up, asking how far they got, and if they did not finish, where did they get stuck.
In Block 1A Went over the packet in detail as a class. In Block 4A we tried the iron wire demo first before going over the packet since so many students were leaving early for sporting events.
Did a conclusions section that highlighted the main points of the lab:
Conclusions:
1. Rank the different crystal structures of metals, FCC (face centered cubic), BCC (body-centered cubic), and HCP (Hexagonal Close Packed) in terms of their ductility, most ductile to least ductile:
Most ductile: ________________ ________________ ________________ Least ductile
2. Is it possible to predict crystal structure of a metal based on the physical property of ductility, the ability to be shaped by hammering? ____________
3. Gold has a __________ crystal structure. Iron has a ____________ crystal structure. Which is more easily shaped by hammering? ____________
4. Comparing FCC and BCC, which crystal structure is more tightly packed (has the higher packing factor): ____________
5. Suppose a metal could change its crystal structure from FCC to BCC. For the same number of atoms, would the volume increase, decrease, or stay the same? ____________
6. Suppose you had a thin wire metal, and the metal in the wire changed its crystal structure from FCC to BCC. Would the length of the wire increase, decrease, or stay the same? __________
Showed setup for Iron Wire Demo.
In class 1B we did the demo twice, once showing the change in length as the wire underwent the phase change while cooling and the second time showing the loss of magnetism at high temperatures.
In class 4B we did the demo but the phase change effect was not very noticeable. The second time I tried it, there were problems with the variac so I shut it down early and just went over the packet.
Did the demo. Students made observations.
Students noted the expansion of the wire as it got heated up.
The wire heated to glowing showing that it was hot enough to emit light.
Students were asked to observe what happened to the wire when I shut off the power.
It was a bit subtle, but the wire did shrink a bit, and then expand - showing the phase change from FCC to BCC as it cooled.
Finished with discussion of the Twin Towers on 9/11 and how the phase change in the steel girders could have caused them to become more ductile, along with ~9% uneven shrinkage, adding to the collapse.
I really like this demo because there are just so many ideas shown.
Tuesday, September 22, 2009
Tuesday, Sept 22, 2009 - APS 3A
Students took out Crystal Structure of Metals worksheet.
I had them do a warm up, asking how far they got, and if they did not finish, where did they get stuck.
Went over the packet in detail as a class.
Did a conclusions section that highlighted the main points of the lab:
Conclusions:
1. Rank the different crystal structures of metals, FCC (face centered cubic), BCC (body-centered cubic), and HCP (Hexagonal Close Packed) in terms of their ductility, most ductile to least ductile:
Most ductile: ________________ ________________ ________________ Least ductile
2. Is it possible to predict crystal structure of a metal based on the physical property of ductility, the ability to be shaped by hammering? ____________
3. Gold has a __________ crystal structure. Iron has a ____________ crystal structure. Which is more easily shaped by hammering? ____________
4. Comparing FCC and BCC, which crystal structure is more tightly packed (has the higher packing factor): ____________
5. Suppose a metal could change its crystal structure from FCC to BCC. For the same number of atoms, would the volume increase, decrease, or stay the same? ____________
6. Suppose you had a thin wire metal, and the metal in the wire changed its crystal structure from FCC to BCC. Would the length of the wire increase, decrease, or stay the same? __________
Showed setup for Iron Wire Demo.
In class 3A we didn't have too much time for the demo so I skimped on having students look for the "physics" in the set-up.
Did the demo. Students made observations.
Students noted the expansion of the wire as it got heated up.
The wire heated to glowing showing that it was hot enough to emit light.
Students were asked to observe what happened to the wire when I shut off the power.
It was a bit subtle, but the wire did shrink a bit, and then expand - showing the phase change from FCC to BCC as it cooled.
Finished with discussion of the Twin Towers on 9/11 and how the phase change in the steel girders could have caused them to become more ductile, along with ~9% uneven shrinkage, adding to the collapse.
I really like this demo because there are just so many ideas shown.
No homework.
I had them do a warm up, asking how far they got, and if they did not finish, where did they get stuck.
Went over the packet in detail as a class.
Did a conclusions section that highlighted the main points of the lab:
Conclusions:
1. Rank the different crystal structures of metals, FCC (face centered cubic), BCC (body-centered cubic), and HCP (Hexagonal Close Packed) in terms of their ductility, most ductile to least ductile:
Most ductile: ________________ ________________ ________________ Least ductile
2. Is it possible to predict crystal structure of a metal based on the physical property of ductility, the ability to be shaped by hammering? ____________
3. Gold has a __________ crystal structure. Iron has a ____________ crystal structure. Which is more easily shaped by hammering? ____________
4. Comparing FCC and BCC, which crystal structure is more tightly packed (has the higher packing factor): ____________
5. Suppose a metal could change its crystal structure from FCC to BCC. For the same number of atoms, would the volume increase, decrease, or stay the same? ____________
6. Suppose you had a thin wire metal, and the metal in the wire changed its crystal structure from FCC to BCC. Would the length of the wire increase, decrease, or stay the same? __________
Showed setup for Iron Wire Demo.
In class 3A we didn't have too much time for the demo so I skimped on having students look for the "physics" in the set-up.
Did the demo. Students made observations.
Students noted the expansion of the wire as it got heated up.
The wire heated to glowing showing that it was hot enough to emit light.
Students were asked to observe what happened to the wire when I shut off the power.
It was a bit subtle, but the wire did shrink a bit, and then expand - showing the phase change from FCC to BCC as it cooled.
Finished with discussion of the Twin Towers on 9/11 and how the phase change in the steel girders could have caused them to become more ductile, along with ~9% uneven shrinkage, adding to the collapse.
I really like this demo because there are just so many ideas shown.
No homework.
Monday, September 21, 2009
Monday, Sept 21, 2009 - Blocks 1B, 4B
Handed back Quiz on Sig Figs, Rounding, Pythagorean Theorem.
Asked if there were any questions on the Quiz - there were no questions in Block 1B
There is an optional quiz on Quiz with more practice problems. It is optional but if students do it and get 100%, then it is a 5/5 in the gradebook.
Warm-up Quiz on the material of the last class.
Went over Quiz.
Described the 4 classes of solids: polymers, metals, glass, composites. Showed overhead of relative importance through history and discussed briefly.
Handed out lab packet for Crystal Structure of Metals.
Handed out Periodic Table.
Introduced and explained lab.
Described what was meant by "most densely packed plane" and how to choose the most densely packed plane from the layers you would make.
Handed out lab kits.
Students made crystals. Went over questions as a class. Got through #6.
Asked students to finish lab packet for homework.
Asked if there were any questions on the Quiz - there were no questions in Block 1B
There is an optional quiz on Quiz with more practice problems. It is optional but if students do it and get 100%, then it is a 5/5 in the gradebook.
Warm-up Quiz on the material of the last class.
Went over Quiz.
Described the 4 classes of solids: polymers, metals, glass, composites. Showed overhead of relative importance through history and discussed briefly.
Handed out lab packet for Crystal Structure of Metals.
Handed out Periodic Table.
Introduced and explained lab.
Described what was meant by "most densely packed plane" and how to choose the most densely packed plane from the layers you would make.
Handed out lab kits.
Students made crystals. Went over questions as a class. Got through #6.
Asked students to finish lab packet for homework.
Friday, September 18, 2009
Friday, Sept 18, 2009 - APS 3A
Handed back Room Scavenger Hunt sheets.
Handed back Quiz on Sig Figs, Rounding, Pythagorean Theorem.
Went over any questions on the Quiz.
I will try to put more practice problems on Quia.
Warm-up Quiz on the material of the last class.
Went over Quiz.
Described the 4 classes of solids: polymers, metals, glass, composites. Showed overhead of relative importance through history and discussed briefly.
Handed out lab packet for Crystal Structure of Metals.
Handed out Periodic Table.
Introduced and explained lab.
Described what was meant by "most densely packed plane" and how to choose the most densely packed plane from the layers you would make.
Handed out lab kits.
Students worked on lab.
Most students needed individual attention - several times - to understand what was being asked.
Asked students to finish lab packet for homework.
Handed back Quiz on Sig Figs, Rounding, Pythagorean Theorem.
Went over any questions on the Quiz.
I will try to put more practice problems on Quia.
Warm-up Quiz on the material of the last class.
Went over Quiz.
Described the 4 classes of solids: polymers, metals, glass, composites. Showed overhead of relative importance through history and discussed briefly.
Handed out lab packet for Crystal Structure of Metals.
Handed out Periodic Table.
Introduced and explained lab.
Described what was meant by "most densely packed plane" and how to choose the most densely packed plane from the layers you would make.
Handed out lab kits.
Students worked on lab.
Most students needed individual attention - several times - to understand what was being asked.
Asked students to finish lab packet for homework.
Thursday, September 17, 2009
Thursday, Sept 17, 2009 - Blocks 1B, 4B
Collect RA Prologue
Quiz on sig figs, rounding, Pythagorean Theorem
Review scientific method:
Question
Hypothesis
Experiment
Conclusion - Model
Intro to Material Science
Humans used fire 500,000 years ago
Learned to make it 15,000 years ago
Why so long?
Imagine all "processed" materials disappeared. What are your basic needs? How would you meet them?
You need to use materials to match the function.
Class discussion.
Theme for Material Science Mini-Unit: What can the physical properties of a material tell us about the structure of the material?
Stiffness of Paper Lab
Question: Does the orientation of the rectangle cut from the paper depend on its orientation?
Hypothesis + reasoning based on background info:
Do the experiment.
Data Table.
Make a conclusion. Try to explain results with a model.
Discussed results.
Model of pasta bridges.
Paper is made of long fibers.
Balloons also made of long chains. Demo of balloon skewers. (Didn't have time in 4B for balloon demo)
All of these involve long chain molecules called polymers (many + parts)
Other examples of polymers are wood, animal skins, people, plastics, rubber.
Posted by Mr. Holmes at 9:47 AM 0 comments
Quiz on sig figs, rounding, Pythagorean Theorem
Review scientific method:
Question
Hypothesis
Experiment
Conclusion - Model
Intro to Material Science
Humans used fire 500,000 years ago
Learned to make it 15,000 years ago
Why so long?
Imagine all "processed" materials disappeared. What are your basic needs? How would you meet them?
You need to use materials to match the function.
Class discussion.
Theme for Material Science Mini-Unit: What can the physical properties of a material tell us about the structure of the material?
Stiffness of Paper Lab
Question: Does the orientation of the rectangle cut from the paper depend on its orientation?
Hypothesis + reasoning based on background info:
Do the experiment.
Data Table.
Make a conclusion. Try to explain results with a model.
Discussed results.
Model of pasta bridges.
Paper is made of long fibers.
Balloons also made of long chains. Demo of balloon skewers. (Didn't have time in 4B for balloon demo)
All of these involve long chain molecules called polymers (many + parts)
Other examples of polymers are wood, animal skins, people, plastics, rubber.
Posted by Mr. Holmes at 9:47 AM 0 comments
Wednesday, September 16, 2009
Wednesday, Sept 16, 2009 - 3A
Collect RA Prologue
Quiz on sig figs, rounding, Pythagorean Theorem
Review scientific method:
Question
Hypothesis
Experiment
Conclusion - Model
Intro to Material Science
Humans used fire 500,000 years ago
Learned to make it 15,000 years ago
Why so long?
Imagine all "processed" materials disappeared. What are your basic needs? How would you meet them?
You need to use materials to match the function.
Class discussion.
Theme for Material Science Mini-Unit: What can the physical properties of a material tell us about the structure of the material?
Stiffness of Paper Lab
Question: Does the orientation of the rectangle cut from the paper depend on its orientation?
Hypothesis + reasoning based on background info:
Do the experiment.
Data Table.
Make a conclusion. Try to explain results with a model.
Discussed results.
Model of pasta bridges.
Paper is made of long fibers.
Balloons also made of long chains. Demo of balloon skewers.
Another example is polarizers. Demonstrate on overhead and with picket fence model.
All of these involve long chain molecules called polymers (many + parts)
Quiz on sig figs, rounding, Pythagorean Theorem
Review scientific method:
Question
Hypothesis
Experiment
Conclusion - Model
Intro to Material Science
Humans used fire 500,000 years ago
Learned to make it 15,000 years ago
Why so long?
Imagine all "processed" materials disappeared. What are your basic needs? How would you meet them?
You need to use materials to match the function.
Class discussion.
Theme for Material Science Mini-Unit: What can the physical properties of a material tell us about the structure of the material?
Stiffness of Paper Lab
Question: Does the orientation of the rectangle cut from the paper depend on its orientation?
Hypothesis + reasoning based on background info:
Do the experiment.
Data Table.
Make a conclusion. Try to explain results with a model.
Discussed results.
Model of pasta bridges.
Paper is made of long fibers.
Balloons also made of long chains. Demo of balloon skewers.
Another example is polarizers. Demonstrate on overhead and with picket fence model.
All of these involve long chain molecules called polymers (many + parts)
Tuesday, September 15, 2009
Tuesday, Sept 15, 2009 - Blocks 1B, 4B
Homework:
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment for prologue in Textbook
Content Objectives;
Student will be able to:
1. Identify significant figures in a number and correctly round a given number to the given number of sig figs or decimal places.
2. Recognize that the more digits you write down for an answer from your calculator does not necessarily give a better answer. Sometimes more digits can make a correct answer incorrect.
3. Use the Pythagorean Theorem to solve for an unknown side of a right triangle.
4. Identify and use the elements of attentive listening
In these classes we did not get to the classroom scavenger hunt and we did not get to #5 and #6
5. Recognize the steps and use the scientific method to answer a question:
General question-->hypothesis-->experiment(variables and procedure)-->model and generalization
6. Describe an example in which the properties of a material can be used to understand the structure of the material.
7. Locate tools and safety equipment in the lab and execute the emergency evacuation procedure.
Check Attendance
Collect:
Parent Notification Forms
Course Expectation Forms
Check for Covers on Books
Quiz on Class Policies
Exercise in attentive listening.
What does attentive listening look like, sound like, how does it make you feel
Check for any email problems (I couldn't send a message)
Handout on Significant Figures, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Did not get to Classroom Scavenger Hunt.
Did not get to Material Science intro.
Introduction to Material Science
What can we learn about the structure of a material from its physical properties?
Paper Lab
Pasta bridge model
Students classify various objects based on what they are made of.
Posted by Mr. Holmes at 9:33 AM 0 comments
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment for prologue in Textbook
Content Objectives;
Student will be able to:
1. Identify significant figures in a number and correctly round a given number to the given number of sig figs or decimal places.
2. Recognize that the more digits you write down for an answer from your calculator does not necessarily give a better answer. Sometimes more digits can make a correct answer incorrect.
3. Use the Pythagorean Theorem to solve for an unknown side of a right triangle.
4. Identify and use the elements of attentive listening
In these classes we did not get to the classroom scavenger hunt and we did not get to #5 and #6
5. Recognize the steps and use the scientific method to answer a question:
General question-->hypothesis-->experiment(variables and procedure)-->model and generalization
6. Describe an example in which the properties of a material can be used to understand the structure of the material.
7. Locate tools and safety equipment in the lab and execute the emergency evacuation procedure.
Check Attendance
Collect:
Parent Notification Forms
Course Expectation Forms
Check for Covers on Books
Quiz on Class Policies
Exercise in attentive listening.
What does attentive listening look like, sound like, how does it make you feel
Check for any email problems (I couldn't send a message)
Handout on Significant Figures, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Did not get to Classroom Scavenger Hunt.
Did not get to Material Science intro.
Introduction to Material Science
What can we learn about the structure of a material from its physical properties?
Paper Lab
Pasta bridge model
Students classify various objects based on what they are made of.
Posted by Mr. Holmes at 9:33 AM 0 comments
Sunday, September 13, 2009
Monday, Sept 14, 2009 Block 3A
Homework:
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment in Textbook
Content Objectives;
Student will be able to:
1. Identify significant figures in a number and correctly round a given number to the given number of sig figs or decimal places.
2. Recognize that the more digits you write down for an answer from your calculator does not necessarily give a better answer. Sometimes more digits can make a correct answer incorrect.
3. Use the Pythagorean Theorem to solve for an unknown side of a right triangle.
4. Identify and use the elements of attentive listening
Students did classroom scavenger hunt but we did not get to #5 and #6
5. Recognize the steps and use the scientific method to answer a question:
General question-->hypothesis-->experiment(variables and procedure)-->model and generalization
6. Describe an example in which the properties of a material can be used to understand the structure of the material.
7. Locate tools and safety equipment in the lab and execute the emergency evacuation procedure.
Assign Seats with Seating Chart
Check Attendance
Collect:
Parent Notification Forms
Course Expectation Forms
Check for Covers on Books
Quiz on Class Policies
Exercise in attentive listening.
What does attentive listening look like, sound like, how does it make you feel
Check for any email problems (I couldn't send a message)
Handout on Significant Figures, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Room Scavenger Hunt - Only had 10 minutes for this so some students did not finish.
Did not get to Material Science intro.
Introduction to Material Science
What can we learn about the structure of a material from its physical properties?
Paper Lab
Pasta bridge model
Students classify various objects based on what they are made of.
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment in Textbook
Content Objectives;
Student will be able to:
1. Identify significant figures in a number and correctly round a given number to the given number of sig figs or decimal places.
2. Recognize that the more digits you write down for an answer from your calculator does not necessarily give a better answer. Sometimes more digits can make a correct answer incorrect.
3. Use the Pythagorean Theorem to solve for an unknown side of a right triangle.
4. Identify and use the elements of attentive listening
Students did classroom scavenger hunt but we did not get to #5 and #6
5. Recognize the steps and use the scientific method to answer a question:
General question-->hypothesis-->experiment(variables and procedure)-->model and generalization
6. Describe an example in which the properties of a material can be used to understand the structure of the material.
7. Locate tools and safety equipment in the lab and execute the emergency evacuation procedure.
Assign Seats with Seating Chart
Check Attendance
Collect:
Parent Notification Forms
Course Expectation Forms
Check for Covers on Books
Quiz on Class Policies
Exercise in attentive listening.
What does attentive listening look like, sound like, how does it make you feel
Check for any email problems (I couldn't send a message)
Handout on Significant Figures, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Room Scavenger Hunt - Only had 10 minutes for this so some students did not finish.
Did not get to Material Science intro.
Introduction to Material Science
What can we learn about the structure of a material from its physical properties?
Paper Lab
Pasta bridge model
Students classify various objects based on what they are made of.
Friday, September 11, 2009
Friday, September 11, 2009 - Blocks 1B, 4B
Homework due next class (Tuesday Sept 15)
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
I assigned seats with seating chart.
Introduction
Student Profiles
Teacher intro
Get Textbooks - need to be covered
Go over Course Expectation Form
Give out Quia user names and passwords.
Quickly review significant digits, rounding, and the Pythagorean Theorem.
Students have homework doing these Quia exercises.
Magic Jar Demo
In 4B showed "wrist breaking" using plastic up
Talked about seismic lines, salt domes, in 1B showed how to determine water depth using time and speed of sound in water.
In 4B, showed demos of diamagnetism of grapes, penny in balloon, hex nut in balloon.
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
I assigned seats with seating chart.
Introduction
Student Profiles
Teacher intro
Get Textbooks - need to be covered
Go over Course Expectation Form
Give out Quia user names and passwords.
Quickly review significant digits, rounding, and the Pythagorean Theorem.
Students have homework doing these Quia exercises.
Magic Jar Demo
In 4B showed "wrist breaking" using plastic up
Talked about seismic lines, salt domes, in 1B showed how to determine water depth using time and speed of sound in water.
In 4B, showed demos of diamagnetism of grapes, penny in balloon, hex nut in balloon.
Thursday, September 10, 2009
Thursday, Sept 10, 2009 Block 3A
Homework due next class (Monday Sept 14)
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
Students signed in seating chart
Student Profiles
Get Textbooks - need to be covered
Give out Quia user names and passwords.
Quickly review significant digits, rounding, and the Pythagorean Theorem
Go over Course Expectation Form
Magic Jar Demo
Students searched cover of textbook for science.
Asked for examples.
Talked about rainbows. Mentioned ROYGBIV
Yellow flame is hotter than red so in ROYGBIV, energy increases towards violet.
Went outside. Had students stand in circle around hose and then walk around until they could see the rainbow caused by the spray. Note that when you face the rainbow, the Sun is directly behind you.
Showed fire drill location and procedure.
Brief Teacher Introduction
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
Students signed in seating chart
Student Profiles
Get Textbooks - need to be covered
Give out Quia user names and passwords.
Quickly review significant digits, rounding, and the Pythagorean Theorem
Go over Course Expectation Form
Magic Jar Demo
Students searched cover of textbook for science.
Asked for examples.
Talked about rainbows. Mentioned ROYGBIV
Yellow flame is hotter than red so in ROYGBIV, energy increases towards violet.
Went outside. Had students stand in circle around hose and then walk around until they could see the rainbow caused by the spray. Note that when you face the rainbow, the Sun is directly behind you.
Showed fire drill location and procedure.
Brief Teacher Introduction
Friday, September 4, 2009
Introduction
This is the blog of daily summaries for Mr. Holmes' Advanced Physical Science Class at Tigard High School
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