C2 - Energy Videos - HW

Video A. - makemegenius "Energy"

1. Energy is the ability to do ____.
2. What are three sources of energy?
3. Energy cannot be _______ or _________, it can only be stored or transferred.  Put this statement in your own words.
4. Compare/Contrast Potential Energy and Kinetic Energy
5. Make your own example of PE transforming into KE; draw a picture.

Video B. - The Story of Potential Energy and Kinetic Energy
1. What are two different ways that we can increase Kinetic Energy?
2. How is it that even air has energy?
3. What are two ways to increase Potential Energy?
4. "That Potential Energy will be transformed into Kinetic Energy.  What is happening in the video during this statement?

VIdeo C. - P.E. and K.E. Found in the movie, "Hoodwinked"

Watch this video and use the information to assist you with your KE/PE Illustration Project!

Video D. - Brainpop "Fossil Fuels" video and quiz

http://www.brainpop.com/technology/energytechnology/fossilfuels/

Video E. -

Non-Renewable Energy Resources

1. Fossil fuels are ___________ energy resources.

2. What does "nonrenewable" mean?

3. Compare/Contrast fossil fuels and nuclear energy.

Video F. - 

Renewable Energy Resources: Part 1

1. Why are renewable energy resources being developed?

2. What are 2 advantages of using wind energy?

3. What is a disadvantage of wind energy?

4. What are two other renewable energy resources?  What makes them "renewable"?

5. Use the following vocabulary in a short paragraph: electricity, turbine, generator, kinetic energy, thermal energy, steam

601 - Computer Lab: Introduction to Energy

Have fun exploring the Energy Essentials!

1. http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/what-is-energy/

 Play the , "What is Energy?" game.  

Match all the types of energy correctly, then answer the following questions in your Science Notebooks.

A. Why do we need energy?

B. What are the different forms of energy? 

C. Pick three forms of energy; where do you see evidence of each form of energy as you complete this assignment?

D. Put the following information into your own words: You can change energy from one type to another.

E. Complete the Quiz; how many did you get right?

2. http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/electricity/

Play the, "How do we make Electricity?" game.

1. What does a generator consist of?

2. What happens when the magnet spins inside the coil of wires?

3. List three ways that a power plant turns a turbine, which spins the generator, that produces electricity.

4. Take the quiz.  How did you do?  What was your score?

3. Watch the BrainPOP video, "Energy Sources", take the Quiz, then write the answers in your Science Notebooks.

http://www.brainpop.com/technology/energytechnology/energysources/

HW Assignments

1. HW – www.brainpop.com

•“scientific method”

•Username: ps220

•Password: brainpop

•Review quiz 

2. Q/A from Science Videos

3. Science Journal: Write down three examples of science in your everyday life.

4. p. 14 Mini-LAB
Perform the investigation, soda vs. diet soda, at home.  Include the following information in your scientific report, to be completed in your Science Notebooks: Problem, Hypothesis, Materials, Observations, Inferences, Independent Variable, Dependent Variable, and Constants.  

C1S1

1.  Read pp. 6-7, 11

2.  Reading Check Q/A

3. Fig. 7 Blue Q/A

4. Self Check Q/A #1,3-5

5. Vocabulary

C1S2

1.  Read pp. 12-18

2.  p. 16 BQ

3.  p. 17 RC

4.  p. 20 SC #1,2

5.  Vocabulary

6.  HW – p. 14 Mini-LAB, Science Article, Ch. 1 Test (Friday)

7.   C1S3:   vocabulary, blue questions, reading check, self check Q/A #1,2,6
8.  C1S4:   vocabulary, blue questions, reading check, self check Q/A #1 
9.  HW – Ch. 1 Review

     p. 35 Visualizing Main Ideas

     pp. 36-37 Ch. 1 Review #1-3,5,6,9-11,13-18, 281, 23, 25, 28

Scientific Method - presented by Mythbusters!

1. Watch the video, "Scientific Method Classroom Lesson: Myth Buster. Flag Hoax on the moon."

2. Answer the questions that pop up in the video; do this in your Science Notebook.  Be sure and label all of the questions.  

When: Friday, 10/3/14
Where: Science Notebook

Scientific Summer Essay

Write a 100 word essay on your scientific experiences over the summer. (Loose leaf or typed and printed/emailed!)

*** 611, 621 ***

Write a 150 word essay on your scientific experiences over the summer. (Loose leaf or typed and printed/emailed!)

*** 601, 602, 603 ***

Lab #11 – The Celery Experiment

Lab #11 – 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

 A. 

Observations on the celery seed	Observations on the celery seed 10X

Observations on the celery stalk	Observations on the celery stalk 10X

Observations on the celery stalk’s cross section	Observations on the celery stalk’s cross section 10X

Observations on the celery stalk in colored water	Observations on the celery stalk in colored water 10X

B. 

Observations on the celery stalk	10X

Observations on the celery stalk’s cross section	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.

4) What evidence do you have that celery is an organism?  Give 5 different points of evidence.  

Conclusion

Chapter 8 HW

1. C8S1: reading check, blue Q/A, vocabulary, self check # 1-4 and copy the Summary

Watch this Water Cycle video!

LAB #8 – Heating Earth’s Surface

LAB #8 – Heating Earth’s Surface

Sometimes, a plunge in a pool or lake on a hot summer day feels cool and refreshing. Why does the beach sand get so hot when the water remains cool? A few hours later, the water feels warmer than the land does.

Problem

How do soil and water compare in their abilities to absorb and emit heat?

Hypothesis

Materials

Soil
Metric ruler
Water
Containers for soil and water 
Overhead light 
Thermometers 

Stopwatch

  

Procedure 

1.             Add 500 ml of water to one of the boxes and 500 ml of soil to the other box.

2.             Use a thermometer to find the temperature of the water and soil in each container. Record your data in the Results section.

3.             Place the containers side by side underneath the overhead light. Be sure both containers receive the same amount of light.

4.             Measure the temperature of the water in each container at 1-minute intervals for 10 minutes. Record your data in the Results.

5.             After you record your 10 minute reading, turn of the light and take your initial reading with the light off.

6.             Measure the temperature of the water and soil in each container at 1-minute intervals for 10 minutes. Record your data in the Results.

  

Results

	Temperature With Light On (°F)			Temperature With Light Off (°F)
Time (min)	Soil	Water	Time (min)	Soil	Water
0			0
1			1
2			2
3			3
4			4
5			5
6			6
7			7
8			8
9			9
10			10

Analysis

1.         Graph the data from the table, using a line graph. Use one colored pencil to show data for the water container and a different one to show data for the soil container with the light on.  Make a second graph with the light off. Draw lines to connect the temperature for each container.

2.         Calculate the total change in temperature for each material. 

3.         Which material had the greater increase in temperature?  Which material cooled faster?  Why do you think this is?

4.         Infer from your graphs which cooled faster—the water or the soil.  How could you prove this?

5. What was your independent variable?  What was your dependent variable?  What are two variables that should remain constant?

6. Relate: What is this modeling in the real world? 

7. Compare/Contrast: How do your results show the relationship between wind, sea breezes and land breezes? 

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.

Chapter 6 - Atmosphere & Chapter 7 - Weather HW

1. text pp. 162-169; vocabulary, blue Q/A, reading check, Physical Setting 2.1a p. 163, Applying Science p. 166, self check #2,3,5,6

2. pp. 171-174; vocabulary, blue Q/A, reading check, self check #1,3(summary and illustration),5.   

3. C6S3 - Copy down "Why it's important",  vocabulary, Physical Setting 2.2k, Physical Setting 2.2l 2.2m, BQ, Reading Check, SC #1,5,6

4. Visualizing Main Ideas p. 183; Chapter 6 Review pp. 184-185 #1,3-7,9-12,14,17-21,27,28

5. C7S1: vocabulary, blue questions, reading check Q/A, PS Define weather, self check Q/A #1,3

6. C7S2: Vocabulary, BQ, RC, SC #1, PS Analyze p.199, PS Identify p. 201

7. C7S3: Vocabulary, BQ, RC, SC #1,2,5

8. C7: Visualizing Main Ideas

9. C7 Review: 1, 5, 6, 8, 11, 12, 15, 20, 22, 23, 25, 29, 30