WOW ROLLER COASTERS AND ENERGY!
Monday, 14 October 2019
Research Quest: Uintas
OBJECTIVE: Students will review the steps necessary to investigate a question or a problem
ASSIGNMENT: ResearchQuest "Change in the Uinta Mountains: Normal or Not?"
Instructions:
1. Go to ResearchQuest and wait for the class code
2. You will work with a partner to complete the investigation
3. Both partners must complete their own Investigation Notebook.
4. Follow along with the class as we go through the steps of an investigation
ASSIGNMENT: ResearchQuest "Change in the Uinta Mountains: Normal or Not?"
Instructions:
1. Go to ResearchQuest and wait for the class code
2. You will work with a partner to complete the investigation
3. Both partners must complete their own Investigation Notebook.
4. Follow along with the class as we go through the steps of an investigation
UnitaInvestigation#3.pdf | |
File Size: | 104 kb |
File Type: |
Monday, 21 October 2019
Initial Answer - Roller Coaster
PHENOMENON OBJECTIVES:
- Students will learn about various forms of energy and how they are transferred from one form to another using a roller coaster as an example.
- Students will learn about the Law of Conversation of Energy
INITIAL ANSWER:
Individually write down your initial answer to the following question: "What types of energy does a roller coaster use and how is the energy transferred?"
In your Science Journal, write down the new Phenomenon question and your initial answer. Think about what you know about roller coasters and what you know about energy.
Individually write down your initial answer to the following question: "What types of energy does a roller coaster use and how is the energy transferred?"
In your Science Journal, write down the new Phenomenon question and your initial answer. Think about what you know about roller coasters and what you know about energy.
PENDULUM ACTIVITY
OBJECTIVE: Students will build a pendulum to begin learning about energy
ASSIGNMENT:
1. Follow the instructions on your worksheet.
2. Work with your partner to use the pendulum. Each partner will use the pendulum once, when finished the other partner will take a turn.
3. Each person will complete their own worksheet and hand it in as your exit ticket for the day.
OBJECTIVE: Students will build a pendulum to begin learning about energy
ASSIGNMENT:
1. Follow the instructions on your worksheet.
2. Work with your partner to use the pendulum. Each partner will use the pendulum once, when finished the other partner will take a turn.
3. Each person will complete their own worksheet and hand it in as your exit ticket for the day.
pendulum.docx | |
File Size: | 292 kb |
File Type: | docx |
READING/CLASS DISCUSSION ABOUT ENERGY
OBJECTIVE: Students will learn about the concepts of Kinetic Energy and Potential Energy.
ASSIGNMENT:
Students will read from our online Textbook:
https://eq.uen.org/emedia/file/e5219302-32b9-4c2f-ad65-38f303da6654/1/Grade8RS.pdf
INSTRUCTIONS:
1. Go to the link above and go page 46
2. Read section 2.1, starting on page 46, then answer the questions on page 47 in your science journal.
3. Continue reading on page 48, then answer the questions on page 49 in your science journal.
4. Share your answers with your team members. Discuss as a team what you all think and get ready to present your answers to the class.
5. After presentations, answer the questions on page 50 in your science journal.
6. Now go to page 51 and read through pages 52, then answer the questions on page 53 in your science journal.
7. With your team, discuss the questions on page 54. Decide on the answers and get ready to present your answers to the class.
8. After presentations, answer the questions on page 55 in your science journal.
9. Now go to page 56 and read to the end of page 57.
10. As a team answer the questions on page 58, and prepare to present your answers to the class.
OBJECTIVE: Students will learn about the concepts of Kinetic Energy and Potential Energy.
ASSIGNMENT:
Students will read from our online Textbook:
https://eq.uen.org/emedia/file/e5219302-32b9-4c2f-ad65-38f303da6654/1/Grade8RS.pdf
INSTRUCTIONS:
1. Go to the link above and go page 46
2. Read section 2.1, starting on page 46, then answer the questions on page 47 in your science journal.
3. Continue reading on page 48, then answer the questions on page 49 in your science journal.
4. Share your answers with your team members. Discuss as a team what you all think and get ready to present your answers to the class.
5. After presentations, answer the questions on page 50 in your science journal.
6. Now go to page 51 and read through pages 52, then answer the questions on page 53 in your science journal.
7. With your team, discuss the questions on page 54. Decide on the answers and get ready to present your answers to the class.
8. After presentations, answer the questions on page 55 in your science journal.
9. Now go to page 56 and read to the end of page 57.
10. As a team answer the questions on page 58, and prepare to present your answers to the class.
28 October 2019
Investigation on a Question
STUDENT OBJECTIVE: Students will be able to understand how Galileo understood energy and be able to determine what types of energy were investigated in Galileo's experiments
ASSIGNMENTS:
"Galileo's Experiments" - PBS Learning Media
"Putting Energy to Use" - PBS Learning Media
INSTRUCTIONS:
ASSIGNMENTS:
"Galileo's Experiments" - PBS Learning Media
"Putting Energy to Use" - PBS Learning Media
INSTRUCTIONS:
- On the next right hand page of your science journal, Write: Galileo's experiments
- Click on this link: www.pbs.org/wgbh/nova/physics/galileo-experiments.html
- Complete the interactive, writing information and Cornell notes as you go. Use today's Student Learning Objective for the Learning Target and the Assignment Name from the Interactive. With each experiment, write when the Potential energy was occurring and when the kinetic energy was occurring. Then summarize what Galileo learned from doing the experiment. Be sure to include any keywords that are new to you and their definitions
- Now go to: utah.pbslearningmedia.org/resource/nvel.sci.tech.energyuse/putting-energy-to-use/#.WicB3ih95PY
- Use your earbuds if you have them
- Take Cornell notes (back side) about what types of energy are used and how they are used. Again, include any keywords that are new to you and their definitions
- Turn in your notes to the guest teacher.
29 October 2019
Roller Coaster Vocab
STUDENT OBJECTIVE: Students will define keywords essential to writing an answer to our current phenomenon question.
ASSIGNMENT: Roller Coaster Vocab Cards
INSTRUCTIONS:
1. Create a Vocab Card for each of the following words:
ASSIGNMENT: Roller Coaster Vocab Cards
INSTRUCTIONS:
1. Create a Vocab Card for each of the following words:
- accelerate (science definition!)
- block brake
- ascend
- descend
- G-Force
- gravitational pull
- potential energy
- kinetic energy
- mechanical energy
- friction
- speed (science definition)
- inertia
30 October 2019
Roller Coaster Simulations
STUDENT LEARNING OBJECTIVE:
Students will work through 2 Roller Coaster Simulations to better understand the science behind how a roller coaster works.
ASSIGNMENT:
Worksheet for :
CK-12 Roller Coaster Simulation
PBS Learning Media Roller Coaster Simulation
INSTRUCTIONS:
1. Read through the instructions carefully. (Ignore the instructions for Google Classroom)
THIS is the link for the CK-12 Roller Coaster Simulation
THIS is the link for the PBS Learning Roller Coaster Simulation
2. When you have finished with the worksheet, or the class comes to an end, turn the worksheet into the guest teacher.
Students will work through 2 Roller Coaster Simulations to better understand the science behind how a roller coaster works.
ASSIGNMENT:
Worksheet for :
CK-12 Roller Coaster Simulation
PBS Learning Media Roller Coaster Simulation
INSTRUCTIONS:
1. Read through the instructions carefully. (Ignore the instructions for Google Classroom)
THIS is the link for the CK-12 Roller Coaster Simulation
THIS is the link for the PBS Learning Roller Coaster Simulation
2. When you have finished with the worksheet, or the class comes to an end, turn the worksheet into the guest teacher.
31 October 2019
What have you learned so far?
STUDENT LEARNING OBJECTIVE:
Students will combine the information and knowledge they have learned through EdPuzzle, readings, activities and simulations to categorize what they have learned so far that will help them answer the phenomenon question.
ASSIGNMENT:
Students will complete the "What Have I Learned and How Does It Apply" Form
INSTRUCTIONS:
1. Gather together all of your Cornell notes, notes and information you have recorded in your science journal, and what you have learned from simulations (in your head and on your worksheets).
2. Start going through what you have and categorize your information under each of the "I can" headings on the "What Have I Learned and How Does It Apply" form.
3. Once you have applied all of the information onto the form, rate your self in terms of where you are on your understanding level and if you were to write your Final Answer tomorrow, how do you think you would do.
4. Turn the "What Have I Learned and How Does It Apply" form into Mrs. Smith.
5. Complete any of the previous assignments that you have yet to complete.
Students will combine the information and knowledge they have learned through EdPuzzle, readings, activities and simulations to categorize what they have learned so far that will help them answer the phenomenon question.
ASSIGNMENT:
Students will complete the "What Have I Learned and How Does It Apply" Form
INSTRUCTIONS:
1. Gather together all of your Cornell notes, notes and information you have recorded in your science journal, and what you have learned from simulations (in your head and on your worksheets).
2. Start going through what you have and categorize your information under each of the "I can" headings on the "What Have I Learned and How Does It Apply" form.
3. Once you have applied all of the information onto the form, rate your self in terms of where you are on your understanding level and if you were to write your Final Answer tomorrow, how do you think you would do.
4. Turn the "What Have I Learned and How Does It Apply" form into Mrs. Smith.
5. Complete any of the previous assignments that you have yet to complete.
what_i’ve_learned_and_how_does_it_apply_8th.docx | |
File Size: | 18 kb |
File Type: | docx |
1 and 4 November
EdPuzzle/Ketchup Day/Workshops
STUDENT LEARNING OBJECTIVE:
Students will finish up work and fill in any holes they have when it comes to understanding energy
ASSIGNMENTS:
1. FINISH WORK Students have been given their work back with feedback today. Finish whatever hasn't been finished. This will help a lot with adding to your current level of understanding when it comes to energy and how it is transferred. While finishing your work think about how does this help me understanding energy and energy transfer.
2. WORKSHOPS If you are stuck on a concept or need help with an assignment - Mrs. Smith will be doing small groups on each of the assignments and major concepts during class. Participate where you need help!
3. EDPUZZLE IN-CLASS HOMEWORK has been assigned and ready for you to do. This is another great place to help you fill in any gaps in your understanding. Be sure to take Cornell Notes along with answering the questions along the way.
Students will finish up work and fill in any holes they have when it comes to understanding energy
ASSIGNMENTS:
1. FINISH WORK Students have been given their work back with feedback today. Finish whatever hasn't been finished. This will help a lot with adding to your current level of understanding when it comes to energy and how it is transferred. While finishing your work think about how does this help me understanding energy and energy transfer.
2. WORKSHOPS If you are stuck on a concept or need help with an assignment - Mrs. Smith will be doing small groups on each of the assignments and major concepts during class. Participate where you need help!
3. EDPUZZLE IN-CLASS HOMEWORK has been assigned and ready for you to do. This is another great place to help you fill in any gaps in your understanding. Be sure to take Cornell Notes along with answering the questions along the way.
TBD
Pick a question and Create a Lab
STUDENT LEARNING OBJECTIVE: Students pick one of their questions or one of their teams questions to help them understand an underlying principle that will add them in answering our phenomenon question
ASSIGNMENT:
Teams will pick a question, design a lab, and do the lab
INSTRUCTIONS:
1. With your team, you will decide on one of the questions that you would like to build a lab for and explore the answer (we generated 2 weeks ago in class and wrote down in our science journals).
2. Once you have a question, come up with an idea for how to test your question.
3. In everyone's science journals record the following:
5. Get the materials and run the lab - RECORD YOUR DATA - GRAPH YOUR DATA - WRITE UP YOUR CONCLUSION
All of these things need to be recorded in your science journal. Graph paper is available to create graphs and to paste into your science journal.
ASSIGNMENT:
Teams will pick a question, design a lab, and do the lab
INSTRUCTIONS:
1. With your team, you will decide on one of the questions that you would like to build a lab for and explore the answer (we generated 2 weeks ago in class and wrote down in our science journals).
2. Once you have a question, come up with an idea for how to test your question.
3. In everyone's science journals record the following:
- Your question
- An overview of the lab you are proposing
- A hypothesis for your lab
- A list of needed materials
- What information you will be collecting (independent and dependent variables)
5. Get the materials and run the lab - RECORD YOUR DATA - GRAPH YOUR DATA - WRITE UP YOUR CONCLUSION
All of these things need to be recorded in your science journal. Graph paper is available to create graphs and to paste into your science journal.
5 and 6 November
Disney Imagineering Roller Coaster Builder
STUDENT LEARNING OBJECTIVE:
Students will work on building a roller coaster based on their knowledge of how PE and KE are transferred
ASSIGNMENT:
Create a simulated roller coaster
INSTRUCTIONS:
1. Students will first go through the short videos on the science that goes behind building a roller coaster. Take Cornell Notes - they will come in handy and will help you review concepts for our final answer.
2. After viewing the videos and learning about how the engineers at Disney approach building Roller Coasters, then take on the challenge of designing your own roller coaster. Click on "Free Try It"
3. Once you have a Roller Coaster that works, draw it out on paper and mark down where the PE and KE are the most and least.
Students will work on building a roller coaster based on their knowledge of how PE and KE are transferred
ASSIGNMENT:
Create a simulated roller coaster
INSTRUCTIONS:
1. Students will first go through the short videos on the science that goes behind building a roller coaster. Take Cornell Notes - they will come in handy and will help you review concepts for our final answer.
2. After viewing the videos and learning about how the engineers at Disney approach building Roller Coasters, then take on the challenge of designing your own roller coaster. Click on "Free Try It"
3. Once you have a Roller Coaster that works, draw it out on paper and mark down where the PE and KE are the most and least.
The Song
7 November
Building Roller Coasters
STUDENT LEARNING OBJECTIVE:
Students will demonstrate their understanding of KE and PE
ASSIGNMENT:
Students will build roller coaster
INSTRUCTIONS:
1. Students pass off their online Disney Roller Coaster Building by drawing out their online coaster and correctly labeling where PE and KE are the most and the least.
2. Students will be given a marble, a cup, and 4 tubes in which to build a miniature roller coaster. Students will record a video showing their roller coaster working and explain where PE and KE are the least and the greatest.
3. Once students have passed off creating individual roller coasters and have video taped it, they will work with 2 other students to create a larger roller coaster. Students will then record their roller coaster working explaining the transfer of PE to KE and KE to PE.
Students will demonstrate their understanding of KE and PE
ASSIGNMENT:
Students will build roller coaster
INSTRUCTIONS:
1. Students pass off their online Disney Roller Coaster Building by drawing out their online coaster and correctly labeling where PE and KE are the most and the least.
2. Students will be given a marble, a cup, and 4 tubes in which to build a miniature roller coaster. Students will record a video showing their roller coaster working and explain where PE and KE are the least and the greatest.
3. Once students have passed off creating individual roller coasters and have video taped it, they will work with 2 other students to create a larger roller coaster. Students will then record their roller coaster working explaining the transfer of PE to KE and KE to PE.