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Explaining Static #1 |
text, pen, paper
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Students have been discussing some examples of static and how it works. Students took some study notes covering the groundwork/base of concepts dealing with static electricity.
Click on the link below for a powerpoint we observed and discussed in class (this helped us take all those helpful notes that you may have missed)
2 - static electricity.ppt
Students are asked to read pages 272-273 of the text and respond to questions 1-4, and #6 (for #6 remember the example with the comb and the paper bits from the other day)
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Static questions #1 |
-text, in-class discussion, paper, pen, etc. |
-Students discussed their previous exit slip and then were assigned a new one...
"What just happened?". Students are to observe an experiment in class, document the event, (using proper scientific notation) and then explain it.
Students are asked to read pages 272-273 of the text and respond to questions 1-4, and #6 (for #6 remember the example with the comb and the paper bits from the other day)
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-Students have noticed that electrons seem to travel specifically from one type of material to another and that they can be defined as "insulators" and "conductors". In this lesson students observe the electrostatic series, which is a list of materials from those that have a strong hold on electrons to those that have a loose hold on electrons.
-Students were asked to read pages 274-275 and complete questions 1-6.
-Students were asked t ocomplete an exit slip responding to the question "How do I know the electrons move from the fur to the balloon and not the other way around?"
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Notes and diapgrams of static |
-handout, pen, close attention |
-Students have been discussing how static works. In this lesson students draw the charges of static to help them understand and explain the phenomenon.
-click the link below for a copy of the handout.
11.02.15 Static Electricity Worksheet.docx
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History of Electricity |
-powerpoint, notes, highlighter, discussion. |
The theories of static electricity that we study in class represent the current theories of static electricity. In this lesson we studied some past theories that have added to our current understanding.
-click the link below for a copy of the powerpoint observed in class.
11.02.15 - History of Electricity.pptx
-Students were asked to complete an exit slip "Which historical model for electricity is most like what we believe today?"
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static definitions and examples |
-handout in class, pen, close attention to details |
-students are studying static in its many forms. Today we began surveying questions and definitions of static and answered a few together. STudents are expected to complete these definitions and questions for their notes so they can be used to properly study for upcoming quizzes.
-click the links below for a copy of the definitions and questions observed in class.
11.02.23 static questions.docx
11.02.23 static definitions.docx
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Electroscope |
Materials provided in class |
-Students are to build thier own electroscope to demonstrate charges and use in examples to explain the phenomenon they observe.
-Once the electroscope is made the students can move onto their lab provided in the handout in class.
-click the link below for a copy of the lab assignment
11.02.24 Electroscope Lab.doc
-Students are asked to write a formal lab from the experiment performed in class.
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Induction |
Handout from class, observing experiment, pen |
Students studied an example of induction. Students are to complete the assignment and the follow up exit slip.
click the link below for a copy of the assignment
10.02.25 Induction Lab.doc
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Lightning |
-in-class discussion, video, paper, pen |
Students are studying how static electricity is present in the phenomenon of lightning. We watched a video, observed a powerpoint, and completed an exit slip together.
-The exit slip is "Explain the phenomenon of lightning"
-Clicke the link below to watch the video viewed in class.
11.03.03 Exploring_Lightning.asf
-click the link below for a copy of the powerpoint on lightning
11.03.03 Lightning.pptx
-Students are asked to read pages 290-291 in preparation for their quiz on Friday.
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Electrophorus lab |
-close attention to detail, paper, pen |
-Students observed an electrophorus to experiment, observe, and explain concepts in static. Students were asked to write their information in lab format to submit for marks.
click the link below for a copy of lab observed in class.
11.02.28 The Electrophorus.docx
-Click the link below to view a helpful video about this lab
electrophorus 1.mp4
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Study for Quiz |
-everything so far |
Students prepared for their quiz by playing a jeopardy game with static related questions. click the link below to try it for yourself.
11.05.12 Jeopardy - Static Electricity.pptx
11.05.12 Jeopardy - Static Electricity - double jeopardy.pptx
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Van De Graff Generator |
-in class film, powerpoint, paper, pen |
Students have completed their study of static. The final lesson is on the vandergraff generator. Students watched 2 films in class, one powerpoint, and discussed the function of the vandergraff generator. Students were asked to complete an exit slip..."Explain how a vandergraff generator works including the terms friction, induction, and conduction."
click the link below to watch the "Mythbusters" segment we watched in class.
http://www.youtube.com/watch?v=7qgM1A3pgkQ
Click the lin kbelow to observe the powerpoint on the vandergraff generator.
11.03.09 11 - Vandergraff.pptx
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Students are starting to study current electricity.
-The first task students were asked to complete is to make a lightbulb go on using the materials at hand.
Students were assigned to write an exit slip with two steps:
1) How did you turn the light bulb on?
2) What is your scientific explanation for what is happening?
-Students watched a video and answered questions to the quiz provided in class.
-click the link below for a copy of the quiz
11.03.10 measuring and using electricity questions for video.pdf
-Students were asked to read pages 300-301 and answer questions 1-5
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Students are learning about the potential of electrons to move within an electric circuit and how the potential of those electrons can change.
-We observed pages 302-303 in the textbook.
-students were asked to complete questions
-Students observed a powerpoint in class illustrating resistance and potential energy of electrons.
-Students are asked to observe pages 310-311 of the text and to complete questions 1-3
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Electrical Resistance and Ohm's law |
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-Students are studying the flow of current electricity. We discussed how Voltage, Current, and Resistance are measured.
Students are asked to read pates 324-327
Students are asked to read pages 316-319 and complete #'s 1-7
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Students discussed how a basic generator works. We observed an actual generator, watched a film, and discussed some related questions.
-Students were asked to survey pages 350-353 and complete questions 1-4
-Students were asked to complete an exit slip in response to a demonstration performed in class ("Exactly how did the light bulb turn on).
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Exploring the Universe |
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Historical perspectives of the universe |
-notes taken in class, online elements, class discussion |
Students are about to embark on the final frontier...SPACE!
-Today we are covering a mass of material from...
...what do we know about space?
...what is the history of how the universe has been understood.
...and many concepts within.
-click the link below to view the powerpoint observed in class.
10.06.03 The Changing View from Earth.ppt
-click the links below for copies of the notes received in class
10.06.03 Retrograde Motion.doc
11.04.06 Early_Astronomy notes.docx
-Students were assigned to read pages 438-439 (complete questions #1 and 4)
10.06.04 Essential Questions - choose 3.doc
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Students learned about the developing models of the universe including the concept of retrograde motion
-Click the links below for a great videos that illustrates this concept
---easy illustration of retrograde motion
http://www.youtube.com/watch?v=72FrZz_zJFU
---another easy illustration
http://www.youtube.com/watch?v=ln1fHZvRr8o
---comparison of motion between the Ptolemy's heliocentric model and Copernicus' geocentric model of the universe.
http://www.youtube.com/watch?v=VyQ8Tb85HrU&feature=related
ASSIGNMENT: Students are to prepare an exit slip in response to the question "What is retrograde motion?" (Students are reminded that detail is the key to any explanation and it is highly suggested that students identify key words and include detailed diagrams in their explanation.)
---A good exit slip will be able to accurately describe the thoughts of both Ptolemy and Copernicus on the subject.
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vocabulary of the Universe.
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-attention, participation, paper, pen
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Vocabulary of the Universe. We discussed various vocabulary words used to describe elements of the universe. Students created definitions for each word to assist them in preparing for their final assessments.
-click the link below for a list of the vocabulary studied in class.
11.06.06 vocabulary of the universe.doc
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Essential Questions about the universe |
-handout, paper, pen, ingenuity. |
Students are asked to answer some of the essential questions of our universe.
-click the link below for a copy of the assignment
11.04.06 Essential_Questions_-_choose_3[1].docx
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The Life of Stars |
-in-class videos, powerpoint, textbook, paper, pen |
Students discussed the life of stars. We brainstormed about stars asking ourselves "What do we know?". Then we watched 3 videos on stars. We also observed a powerpoint about the lives of stars.
-click the link below to observe the powerpoint from class
11.04.11 (8) The Lives of Stars.pptx
-click the link below to watch a great videos from class
10.04.21 Life_of_a_Star.asf
10.06.11a Other_Stars__Binary_Systems__Life_Cycles__Red_Giants__and_White_Dwarves.asf
-We observed pages 468-471 of the textbook to help us with our knowledge.
-Students were assigned to complete questions 1-3
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The Big Bang Theory
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-in-class film, powerpoint, paper, pen |
Students are wrapping up their study of the universe with the popular theory of the origin of the universe "The Big Bang". We discussed the theory, watched a film, observed, a powerpoint, and discussed some more.
-Students are assigned to complete an assignment in response to... "What is the Big Bang?"
10.06.08 The_Beginnings_of_the_Universe__The_Big_Bang_and_the_Era_of_the_Stars.asf
10.06.08 b The_Big_Bang_Theory.asf
-Click the link below to observe the powerpoint from class
http://www.uky.edu/Classes/PHI/100.401/bigbang/sld001.htm
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