January 28-Feb 1
Monday-Lab-electromagnets
Tuesday-videos on magnetism and electricity
Wenesday-Read October Sky
Thursday notes on electricity
Friday-worksheets on electricity
Test-Tuesday Feb.5th
Happy New Year 2013
1/7-1/11
Monday worksheets to review waves-test 1/14
Tuesday Light Lab
Wednesday Review for Benchmark
Thursday
Benchmark
Friday
Begin to Read October Sky for up coming motion unit
12/10-12/14
All students will wil will be required to take mid-term.
study warm ups, notes, and worksheets from beginning of year.
power point from today on Mrs. Lees website.
Monday and Tuesday abstinence speakers
Wednesday Early Release book projects
Thursday-sound in the real world
Friday Review for Mid-term
midterm on 12/17
After waves-next unit
electricity and magnetism
Magnetic pole
Magnetic force
Magnetic field lines
Magnetic domain
Ferromagnetism
Temporary magnet
Permanent magnet
Magnetosphere
Magnetic Declination
Aurora
Eclectic force
Static
Friction
Static discharge
Electric current
Parallel circuit
Terminal
Wet cell
Dry cell
Series circuit
Repel
Attract
Insulator
Conductor
Voltage
Resistance
Electromagnetism
Solenoid
Galvanometer
Alternating current
Direct Current
Transformer
Step up
Step down
12/3 thru 12/Monday-n text pictures on waves and page 519 math practice 3 problems with speed ,frequecy and wavelength
Tuesday-wave quiz from notes and Phoenix Rising
project due 10th on Phoenix Rising
Wednesday-sound wave introduction
Thursday-sound wave station labs
Friday work on projects and review waves thus far
Wed 12 early release
Students need to return parent note for time slot for registering 8th graders for high school. First come, first slot choice.
Mid-tem on 12/17
power point and web notes below
The Nature of a Sound Wave
Sound is a Mechanical Wave
Sound and music are parts of our everyday sensory experience. Just as humans have eyes for the detection of light and color, so we are equipped with ears for the detection of sound. We seldom take the time to ponder the characteristics and behaviors of sound and the mechanisms by which sounds are produced, propagated, and detected. The basis for an understanding of sound, music and hearing is the physics of waves. Sound is a wave that is created by vibrating objects and propagated through a medium from one location to another. In this unit, we will investigate the nature, properties and behaviors of sound waves and apply basic wave principles towards an understanding of music.
As discussed in the previous unit of The Physics Classroom Tutorial, a wave can be described as a disturbance that travels through a medium, transporting energy from one location to another location. The medium is simply the material through which the disturbance is moving; it can be thought of as a series of interacting particles. The example of a slinky wave is often used to illustrate the nature of a wave. A disturbance is typically created within the slinky by the back and forth movement of the first coil of the slinky. The first coil becomes disturbed and begins to push or pull on the second coil. This push or pull on the second coil will displace the second coil from its equilibrium position. As the second coil becomes displaced, it begins to push or pull on the third coil; the push or pull on the third coil displaces it from its equilibrium position. As the third coil becomes displaced, it begins to push or pull on the fourth coil. This process continues in consecutive fashion, with each individual particle acting to displace the adjacent particle. Subsequently the disturbance travels through the slinky. As the disturbance moves from coil to coil, the energy that was originally introduced into the first coil is transported along the medium from one location to another.
A sound wave is similar in nature to a slinky wave for a variety of reasons. First, there is a medium that carries the disturbance from one location to another. Typically, this medium is air, though it could be any material such as water or steel. The medium is simply a series of interconnected and interacting particles. Second, there is an original source of the wave, some vibrating object capable of disturbing the first particle of the medium. The disturbance could be created by the vibrating vocal cords of a person, the vibrating string and soundboard of a guitar or violin, the vibrating tines of a tuning fork, or the vibrating diaphragm of a radio speaker. Third, the sound wave is transported from one location to another by means of particle-to-particle interaction. If the sound wave is moving through air, then as one air particle is displaced from its equilibrium position, it exerts a push or pull on its nearest neighbors, causing them to be displaced from their equilibrium position. This particle interaction continues throughout the entire medium, with each particle interacting and causing a disturbance of its nearest neighbors. Since a sound wave is a disturbance that is transported through a medium via the mechanism of particle-to-particle interaction, a sound wave is characterized as a mechanical wave.
The creation and propagation of sound waves are often demonstrated in class through the use of a tuning fork. A tuning fork is a metal object consisting of two tines capable of vibrating if struck by a rubber hammer or mallet. As the tines of the tuning forks vibrate back and forth, they begin to disturb surrounding air molecules. These disturbances are passed on to adjacent air molecules by the mechanism of particle interaction. The motion of the disturbance, originating at the tines of the tuning fork and traveling through the medium (in this case, air) is what is referred to as a sound wave. The generation and propagation of a sound wave is demonstrated in the animation below.
 Many Physics demonstration tuning forks are mounted on a sound box. In such instances, the vibrating tuning fork, being connected to the sound box, sets the sound box into vibrational motion. In turn, the sound box, being connected to the air inside of it, sets the air inside of the sound box into vibrational motion. As the tines of the tuning fork, the structure of the sound box, and the air inside of the sound box begin vibrating at the same frequency, a louder sound is produced. In fact, the more particles that can be made to vibrate, the louder or more amplified the sound. This concept is often demonstrated by the placement of a vibrating tuning fork against the glass panel of an overhead projector or on the wooden door of a cabinet. The vibrating tuning fork sets the glass panel or wood door into vibrational motion and results in an amplified sound.
We know that a tuning fork is vibrating because we hear the sound that is produced by its vibration. Nonetheless, we do not actually visibly detect any vibrations of the tines. This is because the tines  are vibrating at a very high frequency. If the tuning fork that is being used corresponds to middle C on the piano keyboard, then the tines are vibrating at a frequency of 256 Hertz; that is, 256 vibrations per second. We are unable to visibly detect vibrations of such high frequency. A common physics demonstration involves slowing down the vibrations by through the use of a strobe light. If the strobe light puts out a flash of light at a frequency of 512 Hz (two times the frequency of the tuning fork), then the tuning fork can be observed to be moving in a back and forth motion. With the room darkened, the strobe would allow us to view the position of the tines two times during their vibrational cycle. Thus we would see the tines when they are displaced far to the left and again when they are displaced far to the right. This would be convincing proof that the tines of the tuning fork are indeed vibrating to produce sound.
In a previous unit of The Physics Classroom Tutorial, a distinction was made between two categories of waves: mechanical waves and electromagnetic waves. Electromagnetic waves are waves that have an electric  and magnetic nature and are capable of traveling through a vacuum. Electromagnetic waves do not require a medium in order to transport their energy. Mechanical waves are waves that require a medium in order to transport their energy from one location to another. Because mechanical waves rely on particle interaction in order to transport their energy, they cannot travel through regions of space that are void of particles. That is, mechanical waves cannot travel through a vacuum. This feature of mechanical waves is often demonstrated in a Physics class. A ringing bell is placed in a jar and air inside the jar is evacuated. Once air is removed from the jar, the sound of the ringing bell can no longer be heard. The clapper is seen striking the bell; but the sound that it produces cannot be heard because there are no particles inside of the jar to transport the disturbance through the vacuum. Sound is a mechanical wave and cannot travel through a vacuum.
Check Your Understanding
1. A sound wave is different than a light wave in that a sound wave is
a. produced by an oscillating object and a light wave is not.
b. not capable of traveling through a vacuum.
c. not capable of diffracting and a light wave is.
d. capable of existing with a variety of frequencies and a light wave has a single frequency.
}Electromagnetic Waves }Sharon Peppers }Dual Nature }EM Waves can behave as waves and as particles of energy called photons. They travel at the speed of light. Mr. Planck and Mr. Einstein noticed the particle behavior. }The Electromagnetic Spectrum }There is an order!! We have to memorize the order. Wavelengths can be long or short. The can have a high or low frequency. They can
have tiny atomic size waves to long wavelengths such as radio waves. }Radio Waves }Radio: Yes, this is the same kind of energy that radio stations emit into the air for your boom box to capture and turn into your favorite Mozart, Madonna, or Justin Timberlake tunes. But radio waves are also emitted by other things ... such as stars and gases in space. You may not be able to dance to what these objects emit, but you can use it to learn what they are made of. }Microwaves }Microwaves: They will cook your popcorn in just a few minutes! Microwaves in space are used by astronomers to learn about the structure of nearby galaxies, and our own Milky Way! }The Milky Way }Infrared Rays-Heat }Infrared: Our skin emits infrared light, which is why we can be seen in the dark by someone using night vision goggles. In space, IR light maps the dust between stars. }Night Vision }Visible Light }Roy G Biv }Red, Orange, yellow, green, blue indigo, violet }This is the only EM waves that we can see!! }Visible Light-wavelengths
Red Longest }Ultraviolet }Ultraviolet (UV) radiation is a major risk factor for most skin cancers. Sunlight is the main source of UV rays, which can damage the DNA in your skin cells. Tanning lamps and beds are also sources of UV rays. People who get a lot of exposure to light from these sources are at greater risk for skin cancer. }X-rays }X-rays were first observed and documented in 1895 by Wilhelm Conrad Roentgen, a German scientist who found them quite by accident when experimenting with vacuum tubes. }A week later, he took an X-ray photograph of his wife's hand which clearly revealed her wedding ring and her bones. The photograph electrified the general public and aroused great scientific interest in the new form of radiation. Roentgen called it "X" to indicate it was an unknown type of radiation. The name stuck, although (over Roentgen's objections), many of his colleagues suggested calling them Roentgen rays. They are still occasionally referred to as Roentgen rays }E-ray of that hand }Gamma Rays }Gamma-rays have the smallest wavelengths and the most energy of any other wave in the electromagnetic spectrum. These waves are generated by radioactive atoms and in nuclear explosions. Gamma-rays can kill living cells, a fact which medicine uses to its advantage, using gamma-rays to kill cancerous cells. }Gamma –The Cloud Chamber }Gamma-rays are the most energetic form of light and are produced by the hottest regions of the universe. They are also produced by such violent events as supernova explosions or the destruction of atoms, and by less dramatic events, such as the decay of radioactive material in space. Things like supernova explosions (the way massive stars die), neutron stars and pulsars, and black holes are all sources of celestial gamma-rays }Gamma Rays Come From Far, Far Away }How can we remember these in order? }Retro Mamas In Virginia Use Extra Gravy }Huh??? }Retro-Radio }Mamas-Microwaves }In-infrared }Virginia-visible light }Use-ultraviolet }Extra-x-ray }Gravy-Gamma }Electromagnetic Spectrum }No use of mediums }Can travel through Empty Space }Transverse wave that transfers light and electrical energy }Breaking it downRadio }Radio waves help us see TV and hear the radio }Cell Phones }Satellites }GPS }Longest wavelengths }Low frequency }Microwaves
}Radar }Radio detection and Ranging }Weather }Car Speed }Infrared }Thermo grams
War
Night Vision
Used By firefighters
Heat Lamps
}Visible }The wavelengths are how we see color }Ultraviolet }Help us get vitamin D to absorb calcium }Kill bacteria in hospitals and nail salons }Can damage skin, burn it, cause skin cancer }Gamma }Radiation to kill cancer cells }Blocked by Earth’s atmosphere }The End Today Any way!! }Quiz Coming Soon On Waves }Time to Read Phoenix Rising
11/26-11/30 2012
Progress reports due signed by parents/guardians
on Monday 26th
finishing novel-Phoenix Rising this week (hopefully) :)
Monday-finish energy unit with a lab
Tuesday-Begin wave unit with drawing a wave and notes
Wednesday- mechanical demonstrate transverse and longitudinal
Thursday-lab for waves
Friday-What is an EM wave?
11/15 throough Thanksgiving Break
Debate Wednesday on Energy Sources
Thursday Review and Finish Debate
Test Friday 16th
Reading Phoenix Rising
Project before Winter Break For the book
Progress Reports Go Home to be signed on Friday 16th Please, sign and return to homeroom teacher.
Study 15 minutes each night for science
1
Next topic "Waves" -after Thanksgiving Break
10/29-11/02
Quiz on Energy Transformations on Tuesday 10/30/12
Use all worksheets to study
Monday -Wednesday Roller Coasters and energy
Thursday -benchmark on Matter S8P1
Review each day for warm ups
Friday- Read in Phenix Rising and research alternate energy sourc es
ENERGY TEST 11/08/12
Gravity accelration 9.8 m/sec squared
Potential energy mass x gravity x height
Kinetic energy 1/1mass X velocity squared
Joules J unit for work
energy -ability to do work
force- push or pull
unit Newton abrev N
Gravitational potential energy due to position
energy -ability to do work (0n object)
Pendulum
shows continaul change in energy from potential to kinetic that depends on every positon that it goes through
O
}Electromagnetic Waves
}Sharon Peppers
}Dual Nature
}EM Waves can behave as waves and as particles of energy called photons. They travel at the speed of light. Mr. Planck and Mr. Einstein noticed the particle behavior.
}The Electromagnetic Spectrum
}There is an order!! We have to memorize the order. Wavelengths can be long or short. The can have a high or low frequency. They can have tiny atomic size waves to long wavelengths such as radio waves.
}Radio Waves
}Radio: Yes, this is the same kind of energy that radio stations emit into the air for your boom box to capture and turn into your favorite Mozart, Madonna, or Justin Timberlake tunes. But radio waves are also emitted by other things ... such as stars and gases in space. You may not be able to dance to what these objects emit, but you can use it to learn what they are made of.
}Microwaves
}Microwaves: They will cook your popcorn in just a few minutes! Microwaves in space are used by astronomers to learn about the structure of nearby galaxies, and our own Milky Way!
}The Milky Way
}Infrared Rays-Heat
}Infrared: Our skin emits infrared light, which is why we can be seen in the dark by someone using night vision goggles. In space, IR light maps the dust between stars.
}Night Vision
}Visible Light
}Roy G Biv
}Red, Orange, yellow, green, blue indigo, violet
}This is the only EM waves that we can see!!
}Visible Light-wavelengths
Red Longest
}Ultraviolet
}Ultraviolet (UV) radiation is a major risk factor for most skin cancers. Sunlight is the main source of UV rays, which can damage the DNA in your skin cells. Tanning lamps and beds are also sources of UV rays. People who get a lot of exposure to light from these sources are at greater risk for skin cancer.
}X-rays
}X-rays were first observed and documented in 1895 by Wilhelm Conrad Roentgen, a German scientist who found them quite by accident when experimenting with vacuum tubes.
}A week later, he took an X-ray photograph of his wife's hand which clearly revealed her wedding ring and her bones. The photograph electrified the general public and aroused great scientific interest in the new form of radiation. Roentgen called it "X" to indicate it was an unknown type of radiation. The name stuck, although (over Roentgen's objections), many of his colleagues suggested calling them Roentgen rays. They are still occasionally referred to as Roentgen rays
}E-ray of that hand
}Gamma Rays
}Gamma-rays have the smallest wavelengths and the most energy of any other wave in the electromagnetic spectrum. These waves are generated by radioactive atoms and in nuclear explosions. Gamma-rays can kill living cells, a fact which medicine uses to its advantage, using gamma-rays to kill cancerous cells.
}Gamma –The Cloud Chamber
}Gamma-rays are the most energetic form of light and are produced by the hottest regions of the universe. They are also produced by such violent events as supernova explosions or the destruction of atoms, and by less dramatic events, such as the decay of radioactive material in space. Things like supernova explosions (the way massive stars die), neutron stars and pulsars, and black holes are all sources of celestial gamma-rays
}Gamma Rays Come From Far, Far Away
}How can we remember these in order?
}Retro Mamas In Virginia Use Extra Gravy
}Huh???
}Retro-Radio
}Mamas-Microwaves
}In-infrared
}Virginia-visible light
}Use-ultraviolet
}Extra-x-ray
}Gravy-Gamma
}Electromagnetic Spectrum
}No use of mediums
}Can travel through Empty Space
}Transverse wave that transfers light and electrical energy
}Breaking it downRadio
}Radio waves help us see TV and hear the radio
}Cell Phones
}Satellites
}GPS
}Longest wavelengths
}Low frequency
}Microwaves
}Radar
}Radio detection and Ranging
}Weather
}Car Speed
}Infrared
}Thermo grams
War
Night Vision
Used By firefighters
Heat Lamps
}Visible
}The wavelengths are how we see color
}Ultraviolet
}Help us get vitamin D to absorb calcium
}Kill bacteria in hospitals and nail salons
}Can damage skin, burn it, cause skin cancer
}Gamma
}Radiation to kill cancer cells
}Blocked by Earth’s atmosphere
}The End Today Any way!!
}Quiz Coming Soon On Waves
}Time to Read Phoenix Rising
Introduction to Energy
Energy is a quantity associated with the state of a system. There are many forms of energy: kinetic energy (energy of motion), potential energy (energy stored in the interaction of an object with another object), chemical energy (energy stored in your body and in molecules), and heat energy are some examples. Energy can easily change forms and locations. Sometimes it stored and becomes invisible. Stored energy can be later released to produce motion, like the chemical energy in your food gives your body the energy to move. Kinetic energy and potential energy are the two forms of energy that we work with most often.
Example: Dropping a Ball
Energy can be stored in the way an object interacts with another object. When this other object is the earth, we call this energy gravitational potential energy. Gravitational potential energy is one type of potential energy. For instance, if you hold a ball one meter above the ground then let it go, it will fall and move more and more quickly toward ground (earth). While moving, the ball has kinetic energy, but while it was in your hand, the energy was stored as gravitational potential energy between the ball and earth. Before you let it go, the potential energy between the ball and earth is invisible, but once you release the ball, the energy is quite obvious in the motion of the ball.
Since energy is conserved, we should be able to track all the energy as it changes forms. As the ball comes closer to the ground, the gravitational potential energy decreases and the kinetic energy increases. We see this increase in kinetic energy as an increase in speed. With the ball and earth system, we know all the forms that the energy can change into. As a result, we can predict how fast the ball will be moving at any position.
We use formulas to describe how much of each form of energy there is. Just as in the office building analogy, the formulas let us calculate the exact amount of energy present even if the energy is invisible. The security guard measured the temperature to know how many people were in the conference room; you can measure how high you hold the ball above the ground to know how much gravitational potential energy there is between the ball and the earth.
Example: Making Heat with Your Hands
There are forms or energy that are difficult, if not impossible, to count up. One of these forms is heat energy. When you rub your hands together, they get warm. The energy of motion when you move your hands back and forth is changed into heat by friction. Quite often we don't know how much heat energy is produced by the interaction, but we do know that all the kinetic energy your hands put into the interaction (that is now gone) went toward producing the heat. In this case, energy is still conserved, but since we do not know how to count up the heat energy, we can not predict anything useful about this interaction.
Example: A Boy on a Swing
We can still analyze a system that is being influenced by outside forces if we can describe how the outside forces are affecting the system. For example, a little boy is on a swing. He just sits on the swing and lets his mom push him. Each time his mom gives him a push, she is exerting a force on him and giving him energy. This energy changes the total energy of the system, where the system consists of just the boy and the swing. Once his mom has put in the energy, it changes into kinetic energy and potential energy. If his mom keeps pushing, the little boy will move faster and faster and go higher and higher.
When his mom stops pushing him, he should just keep swinging up to the same height, but in the real world, this doesn't happen. There is friction between the swing's chain and the pole that is supporting the swing. The metal rubs together. Energy is taken out of the system and converted to heat. Energy is also converted to heat through air resistance. Eventually, the boy will slow down to a stop.
The mom, the friction and the air resistance are examples of outside forces which influence the boy and swing system. We know how each of these is adding and subtracting energy from the system so we can still analyze the energy transfers as the boy swings back and forth. If the boy keeps going up to the same height, we know that his mom's pushing, the friction and the air resistance somehow balance and cancel each other out.
Notice that the energy conversion between kinetic and potential energy continues to occur while the boy is swinging. When the boy is at the highest point, he is not moving for a split-second and the potential energy is at a maximum. At the bottom, the boy is moving the fastest and the kinetic energy is at a maximum. Energy is constantly see-sawing between these two forms.
Energy Formulas
There are exact formulas for certain forms of energy. These formulas are related to different characteristics of the object.
Kinetic energy is defined to be equal to
Therefore, kinetic energy is dependent on both the objects mass and its velocity.
Potential energy is defined to be
where the height is the vertical distance of the object from the ground and g stands for gravitational acceleration or acceleration due to gravity. Near the surface of the earth, g is a constant approximately equal to 9.8 meters per second per second (m/s2). You can use these formulas to calculate the total energy of the system by just adding up the forms.
In an isolated system, the value of this quantity, the total energy of the system, will always remain the same.
ctober 22-26
Mondayfinish lab, review energy
Tuesday-quiz
Read Phoenix Rising
Wednesday
notes and organizer or transformations of energy
Thursday
Types of energies research
Friday types of energy research
Read Phoenix Rising as we have time
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Kinetic & Potential Energy
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Without kinetic and potential energy cross country skiing would be extremely boring. There would not be the frustration of trying to maneuver up hill, only to slide down backwards in a failed attempt. Skiers would also miss out on screaming down those hills and crashing into a snow bank.
Lets assume that energy is conserved when a cross country skier decides to conquer a mountain. When the skier is at the bottom of the hill their kinetic energy is at it's maximum and their potential energy is at zero. As the skier maneuvers up the hill their kinetic energy slowly decreases at the same rate that their potential energy increases. When the skier is halfway up the hill the kinetic and potential energies are equal. A few hours later when the skier has reached the top of the mountain, their potential energy is at its maximum and their kinetic energy is zero.
Kinetic energy is one half times the mass times the velocity squared. Kinetic energy = 1/2mv2. Potential energy is the mass times gravity times the height. Potential Energy = m*g*h. Conservation of energy states that Ki + Pi = Kf + Pf. This simply means that the sum of the skiers initial potential and kinetic energy is equal to the sum of the skiers final potential and kinetic energy.
With the potential energy at its maximum the skier decides to risk it all and descend. Mirroring the effects of climbing the hill, the skier slowly loses potential energy the farther down the hill the skier is. This causes the skier's kinetic energy to increase, as predicted by conservation of energy. When the skier is at the bottom of the hill, the potential energy has dropped to zero and kinetic energy is once again at its maximum.
Depending on the friction of the snow on the skier, the skier would slow down and come to a rest sometime after reaching the bottom of the hill. The animation below illustrates this concept very well. As the skier goes down the hill, the Kinetic Energy, Potential Energy, Work, and Total Mechanical Energy bars reflect what is happening in the system.
http://www.physicsclassroom.com/mmedia/energy/se.html
There are some flaws in the ideal scenario above. Cross-country skiers are constantly effected by friction which is not a conservative force. Air resistance and the use of poles are also factors which effect conservation of energy. Despite these outside influences, the animation above still gives a general idea of what happens to work and energy when a skier goes down hill.
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October 15-19
Conference week-student led conferences
Book Fair
Monday
Get ready for conferences
Tuesday-finish element project
Wenesday
Introduction to Energy
Thursday
Lab
Friday
Energy notes
Introduction to Energy
Energy is a quantity associated with the state of a system. There are many forms of energy: kinetic energy (energy of motion), potential energy (energy stored in the interaction of an object with another object), chemical energy (energy stored in your body and in molecules), and heat energy are some examples. Energy can easily change forms and locations. Sometimes it stored and becomes invisible. Stored energy can be later released to produce motion, like the chemical energy in your food gives your body the energy to move. Kinetic energy and potential energy are the two forms of energy that we work with most often.
Example: Dropping a Ball
Energy can be stored in the way an object interacts with another object. When this other object is the earth, we call this energy gravitational potential energy. Gravitational potential energy is one type of potential energy. For instance, if you hold a ball one meter above the ground then let it go, it will fall and move more and more quickly toward ground (earth). While moving, the ball has kinetic energy, but while it was in your hand, the energy was stored as gravitational potential energy between the ball and earth. Before you let it go, the potential energy between the ball and earth is invisible, but once you release the ball, the energy is quite obvious in the motion of the ball.
Since energy is conserved, we should be able to track all the energy as it changes forms. As the ball comes closer to the ground, the gravitational potential energy decreases and the kinetic energy increases. We see this increase in kinetic energy as an increase in speed. With the ball and earth system, we know all the forms that the energy can change into. As a result, we can predict how fast the ball will be moving at any position.
We use formulas to describe how much of each form of energy there is. Just as in the office building analogy, the formulas let us calculate the exact amount of energy present even if the energy is invisible. The security guard measured the temperature to know how many people were in the conference room; you can measure how high you hold the ball above the ground to know how much gravitational potential energy there is between the ball and the earth.
Example: Making Heat with Your Hands
There are forms or energy that are difficult, if not impossible, to count up. One of these forms is heat energy. When you rub your hands together, they get warm. The energy of motion when you move your hands back and forth is changed into heat by friction. Quite often we don't know how much heat energy is produced by the interaction, but we do know that all the kinetic energy your hands put into the interaction (that is now gone) went toward producing the heat. In this case, energy is still conserved, but since we do not know how to count up the heat energy, we can not predict anything useful about this interaction.
Example: A Boy on a Swing
We can still analyze a system that is being influenced by outside forces if we can describe how the outside forces are affecting the system. For example, a little boy is on a swing. He just sits on the swing and lets his mom push him. Each time his mom gives him a push, she is exerting a force on him and giving him energy. This energy changes the total energy of the system, where the system consists of just the boy and the swing. Once his mom has put in the energy, it changes into kinetic energy and potential energy. If his mom keeps pushing, the little boy will move faster and faster and go higher and higher.
When his mom stops pushing him, he should just keep swinging up to the same height, but in the real world, this doesn't happen. There is friction between the swing's chain and the pole that is supporting the swing. The metal rubs together. Energy is taken out of the system and converted to heat. Energy is also converted to heat through air resistance. Eventually, the boy will slow down to a stop.
The mom, the friction and the air resistance are examples of outside forces which influence the boy and swing system. We know how each of these is adding and subtracting energy from the system so we can still analyze the energy transfers as the boy swings back and forth. If the boy keeps going up to the same height, we know that his mom's pushing, the friction and the air resistance somehow balance and cancel each other out.
Notice that the energy conversion between kinetic and potential energy continues to occur while the boy is swinging. When the boy is at the highest point, he is not moving for a split-second and the potential energy is at a maximum. At the bottom, the boy is moving the fastest and the kinetic energy is at a maximum. Energy is constantly see-sawing between these two forms.
Energy Formulas
There are exact formulas for certain forms of energy. These formulas are related to different characteristics of the object.
Kinetic energy is defined to be equal to
Therefore, kinetic energy is dependent on both the objects mass and its velocity.
Potential energy is defined to be
where the height is the vertical distance of the object from the ground and g stands for gravitational acceleration or acceleration due to gravity. Near the surface of the earth, g is a constant approximately equal to 9.8 meters per second per second (m/s2). You can use these formulas to calculate the total energy of the system by just adding up the forms.
In an isolated system, the value of this quantity, the total energy of the system, will always remain the same.
September 17-21 , 2012
Week after this is September Break!!
Monday 17-notes on ionic and covalent bonding
Bohr activity
Tuesday September 18 Timeline of Atomic Theory and scienctists
Wednesday 19, quiz on periodic table and read The Cloud Chamber
Thursday 20th
notes on poyatomic ions,and Lewis Dot
Friday 21st
molymod activity and worksheet
TEST 10/2/12 WITH REVIEW ON 10/1
10/1 7:45 help session for test
(DATE Change for test)!!!!*****
10/3 work on Cloud Chamber and lab
Element Project Assigned on 10/3/12 DUE on October 12th
Will work on 2 days during class and finish at home!!
10/4 Cloud Chamber Notes Due
Letters home for conferences for 1st period students
Letters home for Sex education Letters home
October 15th -18 Conference Week
October 16
Bonding activity
*** subject to change to meet needs of students
TUTORING- ON AS NEEDS BASIS WITH AN APPOINTMENT
TUTORING OTHERSISE IS ON FRIDAY AM at 7:45-8:10 Get a pass from me.
Make up assignments are in orange notebook on the classroom calendar.
September 10-14 2012
Monday-woeksheet isotopes and periodic table elements to learn
Tuesday, Thusday and Friday-labs
Wed early release, compounds, elments and molecules notes and quiz****
August 20- 24 2012/13
NEED $5 DONATION FOR SCIENCE FOR LAB SUPPLIES FOR THE YEAR
August 21-9/1
out with broken bone
sub was here
still need donation for science supplies $5.00 to help with labs
9/4to 9/7
ITBS testing, so short classes
Giving notes daily for a quick catch up.
9/10 to 9/14
labs and drawing activties, aproject will be issued to be turned in on the first tuesday in October.
Forgive for taking so long to make up work.
we are currently studying matter and how matter impacts our current world as we know it.
Quizz 9/11
Test 9/21
Tutoring 7:45 AM 9/21
Study daily 10-15 minutes
August 1-10 2012/2013
8/9 Quiz thus far and LAB on Friday10th -Bring gum in wrapper. We will experiment with that awesome substance that we will chew for one day only!!!
We have done SI, metric conversion, observation/inference, record keeping,
Adrift story, and looked at standards. Study your notes and class hand outs.
Welcome to 8th grade advanced content science. The first ten days will be for policies and procedures. The content will be a review of the scientific inquiry method, SI units and conversions, inference and observation. Home learning is usually reserved for projects.
Contact me as need arises. I look forward to our time together.
August 13-17
On Friday we had a lab. Infinite campus has two grades, a quiz and a lab. Your student should keep all returned papers in their notebooks in section four tab divider.
Moday 13 we look at the states of matter
Tuesday is the states of matter continued with reading "The Cloud Chamber" book.
Wednesday, we will review and start the physical characteristics of matter.
Thursday is a test on anything that we have studied thus far this year.
Friday is a lab with all measurement tools that we will use this year.
Each day we will continue reading the book mentioned on Tuesday's notes
If you want to contact me by e-mail, I will get back to you quickly. speppes@paulding.k12.ga.us
May7-11
May 7 essay portion of final
Tuesday health project
Wednesday continue presentations
Thursday Read novel
Friday debate
April30- May4
Finish reading October Sky and take quiz 3 and 4.
Olympics week
Essay final on May 7
Multiple choice final May 17
Health project May 9 due
Health debate 11th
April 23-27
In class health project due May 9
Reading October Sky next quiz after page 301.
Health Project-Self Image-- Georgia Performance Standards—Grade 8 HE-1-8
5 points for each activity (in bold italics) resulting in 2 formative grades. Due on May 9th. Choose one to present to the class.
- 1. Food Choices and Results Students and Adults Maintaining healthy weight Restaurant Choices
- Choose a menu from restaurant and bring a take home copy. Make two meal choices that will be healthy life style choices. Your goal would be to maintain a healthy weight. You may use a take home menu that you use to circle your choices. Do not forget beverages.
- Write 3 days of menus that will include all meals and snacks that will give varied and healthy eating habits to maintain a desired body weight.
- Bring in 3 food labels from 3 different types of food. Find the most important nutrients that need to be considered for products, calories, sodium, protein, carbohydrates, sugar, and fat. Write a summary for each product that judges the health or non-healthy choice that these products are for a life time of health.
- What is a healthy weight for you? How do you stack up? Write a paragraph of how you stack up by the standard’s set forth for your age group, height and gender.
- How can you make good choices for school lunches? Write three ideas for lunch choices that are not going to be fattening. Use complete sentences
- Research how heart disease may be affected by
- 2. Stress and Future
- Choose three different careers that might be realistic possibilities for you. Research each. Determine what stresses might be present in that job. Write a letter to imaginary employers for these careers to give ideas of how to reduce stress in the workplace. What can the employer do for the employees to help manage stress?
- Make a chart that outlines the pressures and stress that school causes. The chart needs to have ideas about dealing with peers, how to deal with bullying situations, academic pressures, parental pressure for school, and self esteem, and extra –curricular activities.
- 3. Injuries and wellness
- Choose an injury that students are prone to receive in their normal lives. Make a poster on copy paper that will inform other students on how to deal with that injury.
- What medical facilities may help deal with the injuries and the aftermath of the injury? Think about such things as IED’s, emergency rooms, doctor visits, parental help, physical therapy, chiropractors, message, etc. Make a timeline of the injury to complete healing.
- How could that injury have been prevented? Write complete sentences.
- 4. Exercise and barriers –physical activities
- How do students and adults make excuses that keep them from physical activity? List 5 excuses. What is the impact on health in the long run?
- Make a skit with 3 partners that that creates a 1-3 minute workout. Lead the class in that quick way to incorporate physical activity into any day.
- 5. Media and Health Decisions
- Bring in an advertisement that advertises an activity that minors should avoid.
- Write an interview for your parents that you conduct. Include 6 questions that give their advice on how to make wise decisions when dealing with media on and good decision making. Turn in the questions and their answers.
- 6. Alcohol, tobacco, drugs, tattooing and piercing
- Class debate on underage drinking. Research affects of alcohol on the human body. You will be assigned a position.
- Research the dangers of tattoos and piercings.
- Write a persuasive letter to a congressman to regulate tattoo parlors and body piercings. Convince the congressman to introduce legislation that regulates the licensure and health ratings for those establishments to stay open.
- Parties in high school are known for drugs and alcohol. Make a list of 10 things that you can do to steer clear of the temptations to attend the parties and decisions that you can do make healthy decisions if you decide to attend parties.
- 7. Conflict management
- Write a column for a teen newspaper. Ask 3 fictions letters that ask questions about conflict s that occur from teens that have conflicts with parents or peers. Give advice on how to help solve the conflict.
- Give an example of 4 text messages that could be misinterpreted by the receiver that can cause conflict.
- How might the social media such as Facebook cause conflicts in the lives of students? Take the position that it has negative impact on conflicts. Write a persuasive 7-8 sentence paragraph supporting that position.
April 9-13 machine projects due this week and presentations completed.
Review for CRCT-science counts this year!
CRCT begins Wednesday-sleep well and long, eat breakfast-use restroom during homeroom time, bring a jacket, be ready and pumped up to do your best.
Scores follow your permanent school record.
March 19-23
Monday Motion test
Tuesday-Machine worksheet and novel quiz
Wenesday-go over worksheet and machine video
Thursday -read novel and begin CRCT review
Friday-CRCT review read and quiz on machines
Projects due 4/9 and 12
Machines
March 12-16
all week read from October Sky
Tuesday-review CRCT practice
Wednesday-finish motion
Thursday-assignmachine project Begin Rube Goldberg
Friday-review for test that is on Monday
March 5-8
Monday checkpoint county test for science
Tuesday and Wenesday labs if supplies are brought in
Thursday-Reading in "October Sky"
Suggestions, buy your own copy or download on kindle "October Sky" . It is over 400 pages.
Lab supp;ies needed
donated clean meat trays from grocery store-if you ask for them-need about 60 of them
5 bags of balloons that are 8-10 inches in diameter when blown up
4 boxes if drininking straws
Feb. 27-March 2 This week, there will be worksheets, labs, videos and drawings duing class on motion, friction and Newton's Laws. All work should be done in class. Check website weekly and study 10 min/day.
Feb. 13-17
NEXT WEEK IS BREAK
This week, we are presenting speed presentations done in computer lab last week. We will continue the week with discussions and a lab for motion of objects.
Feb 6-10
Monday Review for test
Tuesday Test Magnetism and Electricity tutor 7:45 with pass
and quiz on magnetism
Wednesday-health survey
Thursday and Friday Bernouli and Charles' laws
Dec. 5-9
MONDAY -ESSAY FOR MID-TERM
Tuesday--Thursday-computer lab to make a glogster for electromagnetic spectrum
Friday- project paper due 12/12-The eye and how it works accepting light
Monday Lab on circuits
Tuesday grade on Monday's lab and electricity quiz
Wenesday- Review magnetism and electricity
Thursday - and Friday Bernouli and Gas laws
Feb 7
Monday Test Feb 6
January 23-27
Monday
Lab-magnetize a nail
Tuesday-worksheets for electricity/magnetsWednesdasy-bulb lab for electricity Thusday-The textbook and electricity
Friday-computer lab for health survey
check it out electricity
http://www.reprise.com/host/electricity/
Jan.17-20
This week is magnets and mgnetism week.
We saw a video on magnets on Tuesday-notes in notebook
We had the writing test on Wed. and did a short magnet lab that should be in their notebooks.
Thursday- Read text and answer questions
Friday Magnet quiz and electricity video
Homework due Friday 5 items in home that require magnets and a paragragh "A Day without Magnets"- creative writing
video on electricity
Beginning in 2012
No retakes on any test, no late work.
Come back ready to keep up and work at your highest level. Study 10 minutes each day for science. There will be no study guides, merely a list of topics that the tests will cover. The benchmark test for county will be on Jan. 5 Thusday.
LAB NEEDS
D CELL BATTERIES, 9V BATTERIES, ELECTRICAL TAPE, COFFEE STIRERS, STRAWS, EMPTY PAPER TOWEL ROLS, STRINGS OF CHRISTMAS LIGHTS TO CUT UP TO COMPLETE CIRCUITS WITH BULBS!!!!!! PLEASE, PLEASE, HELP!!!!
Jan. 3-6
Review waves, ears and eyes to perceive waves, sound waves,
lab for waves, booklet for sound waves.
Come with a book to read at all times.
If you have not turned in your scientist paper, Wednesday the 4th is the last possible day.
Dec. 12-16
Mondday and Tuesday review for mid-term
Wed. Mid-term
Thursday discuss noel read in class
Friday-sound video and trivia game
Mery Christmas
Acid/base
Chemical and physical properties
SI units and measurement
Density
Periodic table metals and non-metals
Ions and polyatomic ions
Valence electrons/charge
Phases of matter
Energy and energy transformations
Conservation of mass and of energy
Bonds
Pure forms of carbon
Waves-transverse and longitudinal
Characteristics of waves-and frequency-speed-wavelength
Heat and thermal reactions
Friction-work-energy
Units for all units
Dec. 5-9
Nov. 28-Dec.2
Monday-Define work and give units, calculations for total energy, formula for kenetic energy and potential energy. Worksheet due Wed. for energy review
Tuesday-Read all class period from "Phoenix Rising" If finished, read own book
Wednesday-Take wsheet given on Monday for grade Begin intro to waves
Thursday-Draw wave and label, demonstrate some waves from video
Friday-Gas laws and fluid movement
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ENERGY Notes 11/8
Where to Go From Here
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Introduction to Energy
Energy is a quantity associated with the state of a system. There are many forms of energy: kinetic energy (energy of motion), potential energy (energy stored in the interaction of an object with another object), chemical energy (energy stored in your body and in molecules), and heat energy are some examples. Energy can easily change forms and locations. Sometimes it stored and becomes invisible. Stored energy can be later released to produce motion, like the chemical energy in your food gives your body the energy to move. Kinetic energy and potential energy are the two forms of energy that we work with most often.
Example: Dropping a Ball
Energy can be stored in the way an object interacts with another object. When this other object is the earth, we call this energy gravitational potential energy. Gravitational potential energy is one type of potential energy. For instance, if you hold a ball one meter above the ground then let it go, it will fall and move more and more quickly toward ground (earth). While moving, the ball has kinetic energy, but while it was in your hand, the energy was stored as gravitational potential energy between the ball and earth. Before you let it go, the potential energy between the ball and earth is invisible, but once you release the ball, the energy is quite obvious in the motion of the ball.
Since energy is conserved, we should be able to track all the energy as it changes forms. As the ball comes closer to the ground, the gravitational potential energy decreases and the kinetic energy increases. We see this increase in kinetic energy as an increase in speed. With the ball and earth system, we know all the forms that the energy can change into. As a result, we can predict how fast the ball will be moving at any position.
We use formulas to describe how much of each form of energy there is. Just as in the office building analogy, the formulas let us calculate the exact amount of energy present even if the energy is invisible. The security guard measured the temperature to know how many people were in the conference room; you can measure how high you hold the ball above the ground to know how much gravitational potential energy there is between the ball and the earth.
Example: Making Heat with Your Hands
There are forms or energy that are difficult, if not impossible, to count up. One of these forms is heat energy. When you rub your hands together, they get warm. The energy of motion when you move your hands back and forth is changed into heat by friction. Quite often we don't know how much heat energy is produced by the interaction, but we do know that all the kinetic energy your hands put into the interaction (that is now gone) went toward producing the heat. In this case, energy is still conserved, but since we do not know how to count up the heat energy, we can not predict anything useful about this interaction.
Example: A Boy on a Swing
We can still analyze a system that is being influenced by outside forces if we can describe how the outside forces are affecting the system. For example, a little boy is on a swing. He just sits on the swing and lets his mom push him. Each time his mom gives him a push, she is exerting a force on him and giving him energy. This energy changes the total energy of the system, where the system consists of just the boy and the swing. Once his mom has put in the energy, it changes into kinetic energy and potential energy. If his mom keeps pushing, the little boy will move faster and faster and go higher and higher.
When his mom stops pushing him, he should just keep swinging up to the same height, but in the real world, this doesn't happen. There is friction between the swing's chain and the pole that is supporting the swing. The metal rubs together. Energy is taken out of the system and converted to heat. Energy is also converted to heat through air resistance. Eventually, the boy will slow down to a stop.
The mom, the friction and the air resistance are examples of outside forces which influence the boy and swing system. We know how each of these is adding and subtracting energy from the system so we can still analyze the energy transfers as the boy swings back and forth. If the boy keeps going up to the same height, we know that his mom's pushing, the friction and the air resistance somehow balance and cancel each other out.
Notice that the energy conversion between kinetic and potential energy continues to occur while the boy is swinging. When the boy is at the highest point, he is not moving for a split-second and the potential energy is at a maximum. At the bottom, the boy is moving the fastest and the kinetic energy is at a maximum. Energy is constantly see-sawing between these two forms.
Energy Formulas
There are exact formulas for certain forms of energy. These formulas are related to different characteristics of the object.
Kinetic energy is defined to be equal to
Therefore, kinetic energy is dependent on both the objects mass and its velocity.
Potential energy is defined to be
where the height is the vertical distance of the object from the ground and g stands for gravitational acceleration or acceleration due to gravity. Near the surface of the earth, g is a constant approximately equal to 9.8 meters per second per second (m/s2). You can use these formulas to calculate the total energy of the system by just adding up the forms.
In an isolated system, the value of this quantity, the total energy of the system, will always remain the same.
Nov. 7-11
Monday vocab for energy
Tuesday-lab with bouncy balss
Wenesday-worksheets to cement learning
Thursday-video and discuss
Friday -computer lab to research for debate
Oct 31-Nov4
Monday-pendulum lab
Tuesday-no school
Wednesday-drawing for potential and kinetic energy
Thursday and Friday-computer lab to research for scientist research paper
reading "Phoenix Rising"
October 17-21
Lab on Monday with calcium chloride and water
Tuesday and Wednesday getting ready for test
Thursday test
Frriday begin book "Phoenix Rising"
10/28/11 quiz on notes from Thursday on organic chemistry.
Organic involves carbon compounds. Carbon bonds covalently in 3 ways--rings, chains and branches.
Carbon has 4 valence electrons and therefore 4 bonding sites.
When Carbon only bonds with Hydrogen, they are hydrocarbons and their names end in ane.
CH4 is mehane C surounded on each side with one single bond with Hydrogen.
C2H6 is ethane and C3H8 is propane.
Pure carbon is the element itself, crude oil, diamonds and coal to name a few.
Man made elements are plastics and Fuletones for making domed buildings.
Rubber is a carbon based man made element.
Study for test
Assigned a research project due on12/12
Oct. 24-28
Monday-book text read page 83-93 on "gas laws" questions page 89 and 93.
Tuesday-read in novel "Phoenix Rising" and go over questions about gas laws
1st and 2nd no class because of trip to NPHS.
Wenesday- and Thursday Organic chemistry overview
Friday check lab in notebook on Endo or Exo? quiz on gas laws and organic chemistry and chemistry post test
To Write up a lab
Step one-Title
Step two-supply list
Step three-purpose or question
Step four-hypothesis sentence
Step five-procedures step by step in sentences
Step six-Data with appropriate sentences or table or graph with all units
Step seven- Conclusion
Rewrite lab for criteria given on Monday for Friday check. Turn in any missing work.
TEST OCT. 20TH
TUTORING OTHERSISE IS ON FRIDAY AM at 7:45-8:10 Get a pass from me.
Make up assignments are in orange book at the back of the room.
See friends for notes that you have missed.
The Cloud Chambe Project Due on 10/06
10/17-21
GEt ready for and take test on scientific view of matter S8P1a-g
Oct. 10th-11th
Monday-write essay and have someone proof it. 2nd period some still reading even though we have been reading for weeks. Project due Tuesday Essay due to be finished by Friday (3 7-8 sentence/paragraphs-need minimum 3 paragraphs)
Tuesday-project presentations
Wednesday-intoduce pH scale
Thursday benchmark test time left-CRCT book review
Friday pH lab Test Thursday 20th
The Cloud Chamber
Project
Peppers
Due at end of book
Choose one: Write clearly with complete and correct sentences. Word process or be above average in neatness and creativity.
- Find all the references to the time period in which this book was set (idea-television shows is one). Research 8 of them on the internet and write a 2-3 sentence blurb on each of them. Go back now and write the ideas you see in the first part of the book. What year do you think it was? Word process, 12 fonts, double space in a legible font.
- Create a poem that Junie might write several years later about her memories of Daddy and her feelings about what happened to him. Needs to be word processed, double spaced, 12 font legibly. The poem needs to be at least one full page word processed or two hand written.
- Research and write a report on a cloud chamber. Explain details of how and why it works. 1 page, 12 font that is legible, double space.
- Make a children’s book with at least 20 written pages ( small amount of words that a 3rd or 4th grade child would understand) and 10 illustrations.
- Write a reflection journal about feelings and state of mind about Dad or Nate of both. This needs to be at least 3 pages and be written in journal form that is word processed.
- Make a working cloud chamber and present to the class. Write up materials list and processes used to make the cloud chamber.
- Draw a detailed, creative, colored and colored map of the farm, the school, the school bus and the police cruisers. Label everything.
- Create your own project, and get it approved by me.
Sept 12-16
Atomic mass is calculated by adding the # of protons to the # of neutrons. Often in nature, elements exist alongside other forms of the atom called “isotopes”. Isotopes vary in the # of neutrons from the number of protons.
Example : Carbon is #6 on the periodic table. One would expect 6 protons and 6 neutrons. That is atomic mass of 12. The actual atomic mass is 12.01.
Have you ever noticed that element’s masses on the periodic table is expressed as a whole number and followed by a decimal and other numbers?
9/14/11 Wednesday
Notes
How to recognize a chemical reaction has taken place:
Combustion
Cooking
Precipitate
Gas formation
Oxidation
Rust
Color change
New substance formed
Making or breaking bonds
Definition of the conservation of Matter
Matter can neither be created nor destroyed; it can only change form.
Carbon 14 is normally heard of as a way of dating fossils. That is a form of Carbon that is an isotope.
Write up the bean lab along with your group. You will have your own copy to attach to your notebook. Make sure that you do so, or it may be lost in a “black hole” somewhere.
Monday-cnference about grades isotope--bean lab-read novel
Tuesday-Adopt an Element project presentation
Wednesday-video on chemical reactions -discuss and read
ThursdayAssign Novel project-read-work on project-author Patterson assembly
Friday-Begin memorizing ions and charges
Ions to memorizes
B+3
Al+3
H+1
Si-4
N-3
Se-2
P-3
I-1
Cl-1
Br-1
S-2
O-2
F-1
Na+1
Be+2
Mg+2
Ca+2
K+1
Sept. 6-9
This week we finished ionic bonding notes, have erarly release on Wed. and a test on Friday. Thursday is review.
Test will include:
diatomis molecules, stable and reactive atoms, symbols, names and numbers of assigned 25 elelments, mixtures, solutions, states of matter, elements as pure substances, physical and chemical properties and changes, covalent and ionic bonding, density, viscosity, valence electrons, dot configuration, energy levels, Bohr drawings, surface temperature
Project is due 9/13
Ionic Bonding
Atoms and Compounds are Neutral.
Atoms are neutral because the positive protons are balanced by the same number of electrons.
When atoms are unstable, then the can lose or gain electrons which upsets the balance with protons.
The atom becomes an ion. Positive ions are cations and negative ions are anions. Positive ions will attract negative ions, they will come together to create an ionic bond that holds them together as a neutral compounds. An example is Na becomes positive by losing an electron. Cl becomes negative by gaining an electron.
Together they are held together with an ionic bond that is NaCl-salt.
Atoms can lose or gain more than 1 electron, which can result in +2 0r -2 ions and others can exist.
Most bonds are covalent, but we will concentrate on ionic bonds for our
August 29- Sept 2
ITBS week short class periods
Project due 9/13
Test 9/9
Monday and Tuesday video on mixtures and solutions and read in "The Cloud Chamber"
Wenesday- explanations and notes on compounds and ionic bonding
Thursday notes on molecular compounds and contine to read the book.
Friday activity for mixtures and solutions-group art
notes on bonding
Covalent bonding
Atoms share electrons
Diatomic covalent molecular bonding is sharing of electrons. An example is Oxygen #8 on the periodic table. It has 8 electrons. Those electrons are represented by energy levels. Energy levels of electrons orbiting and spinning around the nucleus can be represented in several ways. Memorize the levels in order. From the nucleus out is the 1s level followed by th others in this order
1s, 2s, 2p,3s,3p,4s
If its name is "s", it canhold up to 2 electrons.
If its name is "p", it can hold up to 6 electrons.
It can be represented with a Lewis dot configuration. or just lines representing the bonds.
Oxygen is a diatomic molecular bond.
Two together make is breathable oxygen. Three oxygens together create ozone.
Water is 2 hydrogens and one oxygen held together as a compound with a covvalent bond. Water is polar (looks like hydrogens as mickey mouse ears around the oxygen. Water is polar. Astrong magnet can pull a stream of water, because water is polar. Compounds have more than one element for a molecule. Some molecules are molecular and are just at least two atoms held togehter of the same type such as breathable oxygen.
Study and google "chemtutor" for more help.
I will be here for tutoring on the 8th at 7:45 AM. Get ready for the test. If you understand it all and would like to come to tutoring to help as struggling classmate, show up to help.
Ionic Bonding
Atoms and Compounds are Neutral.
Atoms are neutral because the positive protons are balanced by the same number of electrons.
When atoms are unstable, then the can lose or gain electrons which upsets the balance with protons.
The atom becomes an ion. Positive ions are cations and negative ions are anions. Positive ions will attract negative ions, they will come together to create an ionic bond that holds them together as a neutral compounds. An example is Na becomes positive by losing an electron. Cl becomes negative by gaining an electron.
Together they are held together with an ionic bond that is NaCl-salt.
Atoms can lose or gain more than 1 electron, which can result in +2 0r -2 ions and others can exist.
Most bonds are covalent, but we will concentrate on ionic bonds for our
Ionic Bonding
Atoms and Compounds are Neutral.
Atoms are neutral because the positive protons are balanced by the same number of electrons.
When atoms are unstable, then the can lose or gain electrons which upsets the balance with protons.
The atom becomes an ion. Positive ions are cations and negative ions are anions. Positive ions will attract negative ions, they will come together to create an ionic bond that holds them together as a neutral compounds. An example is Na becomes positive by losing an electron. Cl becomes negative by gaining an electron.
Together they are held together with an ionic bond that is NaCl-salt.
Atoms can lose or gain more than 1 electron, which can result in +2 0r -2 ions and others can exist.
Most bonds are covalent, but we will concentrate on ionic bonds for our class most often.
Need
large marshmallows
August 22-25
Monday element quiz, density lab, discuss Friday's quiz,
An atom is the building block of matter.
Matter is anything that has mass and takes up space.
An element is a pure substance that cannot be broken down by physical or chemical means.
State of matter is one of four (liquid, gas, solid, or plasma) that matter takes the form of dependant on the temperature of the substance.
Metric Conversion King Henry died by drinking chocolate milk
King =kilo,
Henry=hecto,
died=deka )(da),
by=base unit (distance-meter abrev-m, mass is measured in grams (abrev g) and volume is liters (abrev l)
drinking-deci (d)
chocolate-centi
milk-milli
Move decimal right or left.
K H Da B D C M
4.23cl=____dal move 3 places to left 0.00423
26kg=____dg
Move 4 places to right 260,000
Monday 22 lab density
Tuesday 23rd notes on ions and begin learning ions assigned and video
Wednesday 24th make note cards for ions, review "matter and chemistry" this far
Thursday 25th assign an element to do Bohr drawing and fill energy level, begin novel :The Cloud Chamber"
Friday read The Cloud Chamber", atom worksheet, and folder work
Notes for 22-25
ionic bond- giving or gaining electrons example NaCl Salt
covalent bond-sharing electrons example water H2O
Chemical bond- any type of bond which includes ionic and covalent
oxygen is unstable-to become stable one atom bonds to another oxygen making a molecule O2
Compound is the joining of 2 or more different elements-example-sugar C6H12O6
to be cont'd another day. Have a great day!!
More notes for Thurs and Fri August 25 and 26
Elements
Alkali Metals
Far left on table
Include Li, Na, K
These elements and the others in group 1A are unstable because they have one valence electron. To become stable, they will give up one electron and become a positive on ion that is more stable. Often they will give that one electron to a halogen that only needs one electron.
These metals are highly reactive and will react with air and violently react with water.
Alkali Earth Metals are Group II A. They include Be, Mg, Ca, Sr, Ba.
They are unstable, because the have 2 valence electrons that they would give away to become stable. When they give away 2 electrons, they will become stable leaving them as positive 2 ions that are ready to create compounds. They are metals just as alkali metals are. Calcium is a necessary mineral for our health. We store it in our bones. It is always in our bloodstream We need vitamin D to help calcium be used in our bodies.
Noble Gases are stable, because their valence electrons are full. They will not react to form compounds unless forced. They include He, Ne. Ar, Kr, Xe and Rn. As one is at the top of the group VIIA, the elements are light and Helium will fill balloons that rise. Ne fills signs and causes them to light us the night sky with red signs. The others are so heavy, that balloons that are filled with them will fall to the floor.
Halogens Group VIIA include F, Cl, Br, I and At. These elements need one electron to fill their valence shell. They will find one and become stable and thus a negative 1 ion. They are then ready to create an ionic bond with that element from which it took one electron. Bromine is liquid at room temperature. The others are gases.
Transition elements are at
the center of the periodic table that includes many elements. The important éléments are Ni, Mn, Fe, Ag, Au, Hg, Zn.
These elements can lose or gain electrons depending on what is needed at the time. Many of them will react with Oxygen making compounds such as Iron oxide which is rust.
Iron is sometimes magnetized and can become a permanent magnet. Titanium is used in things that need to be light weight such as a wheelchair.
August 15-18
Monday video and turn in notes , work on physical traits wheel
Tuesday descibe elements that will go around the room-go over traits wheel
Wednesday Density Lab and short video
Thursday work on project due 9/13 books from library here-bring anything else that you want to use for your project
Friday quiz on atomic theory and scientists, atoms, elements, 4 states of matter
notes on Lewis dot, Bohr Drawings and valence electrons
Monday quiz on elements highlighted on the periodic table that I gave you.
Eighth Grade Advanced Content Science Syllabus
Sharon Peppers Room 729
speppers@paulding.k12.ga.us
2011/2012
Performance Standards
S8P1 Students will examine the scientific view of the nature of matter.
S8P2 Students will be familiar with the forms and transformations of energy.
S8P3 Students will investigate relationship between force, mass, and the motion of objects.
S8P4 Students will explore the wave nature of sound and electromagnetic radiation.
S8P5 Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature.
Expectations
Advanced content students will be expected to have intellectual curiosity. They will be expected to maintain behavior that is consistent with classrooms designed for optimum learning. Grades will need to be maintained at least at 80% in venture classes and passing grades in all other classes. Work habits need to show organization for materials. Students will take responsibility for their own learning. Using class time wisely and making use of notes given will help students to prepare for tests. It is a given that the student will study for tests.
Ten points is deducted for each day a paper/project is late so please turn in work on time, or (life happens) let me know ahead of time that something will be late, and we will make arrangements. Telling me the day something is due that it will be late is not considered "ahead of time."
Tests
Tests and quizzes will be given in a format that utilizes all thought process. Recall, application, analysis, synthesis and evaluation.
Evaluations
Students will be evaluated regularly. Grades will be determined county wide with 40% for formative assignments which include daily learning, small labs and quizzes. 60% of the grade will be determined by summative assessments which go hand in hand with performance standards. These will come from
Unit tests, projects, and major labs.
Textbooks
There is a classroom set of textbooks. Therefore, students will need to have well developed notes and class work from which to study.
Student name___________________________________________
Parent/guardian signature__________________________________******** This syllabus is subject to change to meet the needs of students *********
Please, return this signed tomorrow.
Feel free to contact me at any time. E-mail is a great tool. I will get back to you as soon as possible.
1st nine weeks with possible activities
Habits of the Mind
Scientific Method- Pendulum Lab for controlling variables
Measurement and Metric Conversions practice conversions using pneumonic device Measurement lab with meter sticks and rulers
Lab Safety-Dr. Icky
Analysis and Graph Create graph from pendulum lab
Bias and Ethics used all year for all labs
Phases of Matter brainstorm
Physical and Chemical properties periodic table lab with nuts and bolts
Law of Conservation of matter-balance chemical equations
Atom Drawing and fill energy levels using the periodic table of elements
Bonding-bond with a class mate and worksheet with polyatomic bonding balancing charges
Compounds and mixtures students make lists with a partner after reading text
2nd nine weeks with possible activities
Forms and Transformation of Energy
Law of conservation of energy a second pendulum lab
Potential and Kinetic Energy Lab match box cars lab- marble and ruler lab
Conduction and Convection and Radiation - popcorn 3 methods
Compare and Contrast forms of energy- Venn diagram
Reelection, Diffraction, Refraction, Absorption-broken mirror, water, lamp
Waves-stadium wave-cellophane over flashlights –straws on tubs of water
Light human eye research
Visual spectrum-colors of paper to recreate spectrum
Sound Amplitude and Pitch- band instruments
3rd nine weeks with possible activities
Electricity
Circuits-Christmas lights
Currents and magnets -magnets and fillings
Mass and Motion-match box cars, create a roller coaster
Calculations with formulas
Balanced and unbalanced forces-balance a pencil
Gravitational force and mass-calculate with formulas-toilet tissue demo
4th nine weeks with possible activities
Research a scientist
Simple Machines
Motion and work –calculate formulas
Create an invention using 3 kinds of simple machines Rube Goldberg contest
Potential and Kinetic energy apply those concepts to invention- Calculate with formulas
Scripted programs for self image, hygiene, Tobacco, Drugs, Alcohol, and Choosing the Best-Abstinence |
Student Extras