Lab # 2 – Crazy Coasters part 1

Introduction

The purpose of the coaster's initial ascent is to build up its potential energy. The concept of potential energy, often referred to as energy of position, is very simple: As the coaster gets higher in the air, gravity can pull it down a greater distance. You experience this phenomenon all the time: think about riding your bike or pulling your sled to the top of a big hill. The potential energy you build going up the hill can be released as kinetic energy -- the energy of motion that takes you down the hill.

  

Problem   

How does height affect the energy on an object?

Hypothesis   

I hypothesize that the higher…..

  

Materials

Foam pipe insulation

Glass marble

Ruler

Tape

Triple beam balance

Procedure

1. Construct your crazy coaster track using the materials provided.
2. Measure the length of track and record your data into your Results.
3. Lay the track on the ground and make a loop with 1/3 of the length; the loop should be ~ 26-30 cm in diameter.  Tape the loop to the side of the track to keep its shape.
4. Take turns trying to get the marble to complete the loop successfully; a marble that does not complete the loop or jumps the track is unsuccessful.  Record your data in the table below and make any additional observations on its energy. 
5. Using a balance, weigh the mass of the marble and enter it below.

  

Results

Starting height (m)	Successful loop completion by marble (Y/N)	Additional observations about the marble's "energy"
0.25
0.5
0.75
1
1.25
1.5
1.75
2
2. 25
2.5

Length of track = ___ cm

Diameter of loop = ___ cm

Mass of marble = ___ grams

Starting height minimum for successful loop = ____ cm

Starting height maximum for successful loop = ____ cm

Calculate the marble’s Potential Energy (P.E.) using the following equation:

Potential Energy = (mass)(gravity)(height)

P.E. = mgh

 (note: gravity ~ 10 m/s2)

  

Analysis

1.     At what heights were you able to successfully complete the loop?

2. Why didn’t the marble complete the loop at lower positions?  At higher positions?

3. How does height affect potential energy?

4. Where on the crazy coaster was the marble’s potential energy its lowest?  Its highest?  Draw a picture and label these positions.

5. What was the Independent Variable?  Dependent Variable?  

Constants? 

Conclusion

Energy and Energy Resources - Ch. 2

-Chapter 2 Homework-

1. •C2S1; vocabulary, RC, BQ, SC #1-5

2. •C2S2; vocabulary, RC, BQ, SC#1,3,5 

3.  C2S3; vocabulary, RC, BQ, SC#1,2,4

4. www.brainpop.com

- Log In: ps220  Password: brainpop

- Watch: Potential Energy and Kinetic Energy videos

- Take the quizzes at the end of the Potential Energy and Kinetic Energy Videos; write down the answers in your Science Notebook.

5.  * Triple Beam Balance Websites * 
 Go to the following websites, complete the tutorials, write your answers into your Science Notebook. 
A. http://www.wisc-online.com/Objects/ViewObject.aspx?ID=GCH202
B. http://www.ohaus.com/input/tutorials/tbb/tbbentry.swf

6. Lab #1 and Lab #2 in Lab Notebook
- Hypothesis, Data, Graphs, Analysis Q/A, Conclusion

•Ch.1 S.2 – Vocabulary, Blue Q/A, Reading Check Q/A, Self Check #1,2

•61A, 620, 61C – Applying Math p.17

Ch.1 S.3 – Vocabulary, self check #1,2
61A, 620, 61C - Reading Check Q/A

p. 35 - Visualizing Main Ideas 
pp. 36-37 - #1-3, 7, 9-11, 13-15, 17-18, 23, 28-29

Lab#1 - How is a controlled experiment formed?

Have you ever wondered whether light or dark clothing would be more comfortable on a hot, sunny day?  Scientists conduct scientific experiments to solve problems like this.  They use a process called the scientific method.

Problem

How does color affect heat absorption?

Hypothesis

I hypothesize that…  I believe that….  I think that…  I predict that…

  

Materials

Virtual Lab

Procedure

Follow the procedure found on the Virtual Lab CD-Rom.

Results

Jacket Color	Denim 'C
Black
Blue
Green
Yellow
White

  

Jacket Color	Wool 'C
Black
Blue
Green
Yellow
White

Jacket Color	Nylon 'C
Black
Blue
Green
Yellow
White

  

Analysis

1. What was the problem you were trying to solve?

2.  What was the independent variable? 

3. What was the dependent variable?

4. What were your constants?

5. What else could you have tested in this experiment?  Explain.

6. How does the color of the jacket affect heat absorption?

7. Describe the strengths and weaknesses of the computer model you used in the experiment.  How could you go about conducting this experiment with your jackets?

Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.

Notebook Check #1

1. HW – What are five things that you know about Science now that you didn’t before?

2. HW – Add 10 more words to each list: physical science, earth science, life science.

3. Chapter 1 Section 1: Vocabulary, Reading Check, Blue Questions, 
Self Check #1-5 (61A,61C,620)  Self Check #2,4,5 (61B,621)

Textbook Scavenger Hunt

 Textbook Scavenger Hunt

1. What is the title of your text?
2. Find the Table of Contents: What is the title of the first chapter?  “What is science” is the title of which Section?
3. On what page does the “Student Resources” begin?
4. What kind of information can be found in the “Science Skills Handbook”?
5. Find the page titled, “HOW TO… Use Your Science Book” and answer the following questions (hint: It’s located just before page 1.)

  

1. Read “Before You Read,” what is the difference between Review Vocabulary and New Vocabulary?
2. What is a foldable?
3. Read “As You Read.”  Where are the Student Resources found?
4. Read “In Lab” and “Before a Test.”  What are 4 key resources that can help you be a successful test taker?

6. Go to the “Student Resources” section: What are the steps of the Scientific Method? 
7. What is found on page 388?
8. Where is the Index?  What kind of information does the Index provide?
9. If you wanted to look up information on Force, where would you go to find the pages that have information on this subject?

10) If you wanted to find the definition ecology, where would you find this information?

    11) Look on pp. 4, 134, and 282 and find the “Science Journal”; what kind of information does the Science Journal provide? What is a journal?

   12)  Find the New Vocabulary on p. 6, where can you find the definitions to these words?  (hint: There are two places in your text where definitions are located.)

  13)  Find Chapter 1 Section 1

a) What is the title of the Section?

b) Find the Reading Check on p. 7; what is the purpose of it?

c) Find the Blue Question on p. 8; Infer what its purpose is.

d) Find the Section Review on p. 11; what is the purpose of the Summary?  In what way would the Self Check questions be helpful to you?

Welcome to Mr. Considine's Science Scholars Class of 2015!

Here are some requirements and tips for this school year:
1) Bring a blue/black pen, a pencil, a ruler, AND a colored marking pen (red, yellow, orange, etc) to class every day.
2) You need two marble notebooks: one for Science notes and one for Science Lab.
3) Your HW will be completed in your Science notebook; the only HW that is to be done on loose leaf paper are Science Articles, which will be turned in each Friday, unless notified about a change.
4) You must bring in a Science folder which will be kept in class as your Portfolio.

Mr. C's Classroom Dos and Don'ts
1) DO come to class on time; if you are late and without a pass, you will make the time up on YOUR time.
2) DO bring bottled water, but leave all other liquids at home.
3) DO keep your area clean and dispose of all trash into the garbage bin, but DON'T do this while Mr. C is teaching.
4) DO enjoy your breakfast and lunch, but DON'T bring food into Mr.C's class.  Food attracts mice and insects which spread disease.
5) DO keep your phones and all electronic devices on mute (no vibrate) and in your bags or you will pick it up after school on YOUR time.  If this becomes a recurring problem, then your parents will have to pick it up themselves.
6) DO raise your hand if you want to ask a question or contribute to the discussion, for it is important to keep ORDER in the classroom. 

*ATTENTION CLASS OF 2015: THIS IS THE FIRST POST FOR THE 2012/2013 SCHOOL YEAR*
*ALL POSTS BELOW THIS ARE FOR LAST YEAR'S STUDENTS*

Chapter 9 Website Fun!

TUESDAY, MAY 17, 2011

Chapter 9 Website Fun!

1.  http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm

 a. What is the difference between a producer and a consumer?

 b. Give three examples of each: herbivore, carnivore, and omnivore.

 c. What are decomposers?  What would the environment look like if we had no decomposers?

2. http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
 a. Draw a picture of "photosynthesis."


3. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm

4. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm

5. play this game!  http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm

6. play this game!  http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/index.cfm

7.complete each of the foodwebs below:  http://www.gould.edu.au/foodwebs/kids_web.htm

Australian Grasslands Foodweb

African Grasslands Foodweb

Antarctic Foodweb

NEW - Marine Foodweb

8. complete the meadow, arctic and pond foodwebs:  http://www.harcourtschool.com/activity/food/food_menu.html

9. http://www.biologycorner.com/worksheets/foodweb.htm
a. Answer the following questions in your notebooks

Identify the: 1. Producers 2. Primary Consumers 3. Secondary Consumers 4. Herbivores 5. Carnivores 6. Omnivores 7. What elements are missing from this food web? b . In your notebooks, Construct a Food web using the following animals.  This ecosystem represents a farm area.  The corn is the main source of food for many of the herbivores in the area.  You do not have to draw pictures, you can just use the animal names and draw arrows between them.   SNAKE,  CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)

http://www.vtaide.com/png/foodchains.htm

THURSDAY, APRIL 28, 2011

Start your 4th quarter off on the right foot

1 - Science Notebook
a) Mini-Lab p. 227
b) Kingdom, Phylum, Class, Order, Family, Genus, Species memorization key
c) Bonus Point online-game (see below)

2 - Lab Notebook/Manual
a) Lab #20 - The Microscope parts 1 and 2

WEDNESDAY, APRIL 13, 2011

**BONUS POINTS**

Go check out this website and play 1 game for 1 point, 2 games for 2 points or 3 games for 3 points that will be added to your next Test score.  Write a brief summary of each game played in your notebook.

http://myhomelearning.com/directory/science/biology

Lab #18 – The Celery Experiment

Problem

How does a plant get water from its roots to its leaves?

  

Hypothesis 

Materials

Celery

Celery seeds

Food coloring

Water

Plastic cup

Scissors

Ruler

Hand lens

Procedure

1.          Make observations of your celery seeds in the Results.

2.          Make observations of your celery stalk in the Results.

3.          Cut about 2.5 cm off the bottom of the celery stalk and make observations on the celery stalk’s cross section.

4.          Fill up a plastic cup with 250 ml of water and add two drops of food coloring.  Put your celery stalk, cross section down and leaves up, into the cup of colored water. 

5.          Make observations on your celery stalk experiment.  Make sure to include color and other details such as height, number of leaves, width of cross section, etc.

 Results

Observations on the celery seed	10X
(half page)	(half page)

  

Observations on the celery stalk	10X

Observations on the celery stalk’s cross section	10X

Observations on the celery stalk in colored water	10X

 Analysis

1) What happened to your celery stalk overnight?

2) How do you know that the water reached the top of the plant (celery stalk)?

3) Look for small circles at the bottom of the stalk that are the color of the food coloring you used. (These circles are xylem, the tubes that carry water up the plant.) Draw pictures and make observations about the xylem in your celery.

  

Observations on the celery stalk in colored water

  

Conclusion