|
Explaining Static #1 |
text, pen, paper
|
Students have been discussing some examples of static and how it works. 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)
Click on the link below for a powerpoint we observed and discussed in class
2 - static electricity.ppt
|
|
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
|
|
History of Electricity |
-powerpoint, notes, highlighter, discussion. |
-The theories of static electricity that we study in class represent the current theory. 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
-click the link below for a copy of the notes observed in class.
11.02.16 - What is Electricity.doc
-Students were asked to complete an exit slip relfecting on... "State which theory of electricity from past is the most like what is popularly believed today."
->students are reminded that great detail is necessary to share a complete explanation.
|
|
The Electrostatic series |
-text, paper, pen, details from class. |
-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?"
|
|
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.
|
|
static definitions and questions |
-handout in class |
-Students are provided a copy of words to define and questions to answer. Students are askedto complete this assignment in preparation for their static unit quiz (coming up soon).
-Click the links below for a copy of the definitions and questions.
11.02.23 static definitions.docx
11.02.23 static questions.docx
*DUE: at the beginning of the unit quiz (although students are highly encouraged to complete the questions early and verify their answers with Mr. E to ensure success and quality studying)
-Students are encouraged to read pages 278-279 and survey questions 1-4 in preparation these questions and future assessment.
|
|
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
The exit slip : "Why does the attraction test not work?"
|
|
Induction lab #2 |
Handout from class, observing experiment, pen |
Students put their prior skills (from "Induction Lab #1) to the test and brought their knowledge to a higher level.
-click the link below for a copy of the assignment
11.02.28 Induction Lab #2.docx
-Students were asked to complete the assignment including the lab portion and submit.
|
|
electrophorous |
-supplies in class |
-Students are creating an electrophorous to assist in their study of static.
-click the link below for a copy of the assignment.
11.02.28 The Electrophorus.docx
-Click the link below to view a helpful video about this lab
electrophorus 1.mp4
|
|
Lightning |
-video, ppt, textbook, 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 Monday.
-Students are asked to submit an exit slip with two responses
|
|
Jeopardy quiz preparation |
-powerpoint, internet access |
-Students have a quiz on static electricity on Monday, March 7. To help them prepare Mr. E has created a Jeopardy study game! Students should challenge their parents to a game.
Click the link below for a copy of the static jeopardy.
11.03.04 Jeopardy - Static Electricity.pptx
|
|
Vandergraff generator |
-in-class films, powerfpoints, 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 lin kbelow to observe the powerpoint on the vandergraff generator.
11.03.09 11 - Vandergraff.pptx
|
|
|
|
CURRENT ELECTRICITY |
|
Our first Circuit |
-video, video quiz, textbook, paper, pen |
-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
|
|
Electric Potential |
-textbook, powerpoints, wiki access, handout assignment, paper, pen |
-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 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
|
|
Circuit Schematics (how to draw an electric circuit) |
-in-class materials (handout), pen, sharp observation and discussion skills |
-Students are learning how to draw schematics for electric circuits. We discussed some sample electric circuits and completed a handout dealing with various circuits from simple series circuit to parallel circuits.
-Click the link below for a copy of the handouts from class
11.03.17 circuit schematic symbols.docx
11.03.17 electric circuit questions.docx
-Students are asked to survey pages 302-303
-Students are asked to survey pages 310-311 and complete questions # 1-3
|
|
Resistance and electricity calculations |
-in-class video, worksheets dealing with resistance and electricity calculations, crocodile clips software, pen
|
-Students are learning about how to measure electricity in circuits. We watched a video, discussed measurement of electricity, and then experimented with creating virtual circuits using "Crocodile Clips" software. This software is available on all RCI computers.
-click the link below for copies of the worksheets associated with this lesson.
11.03.18 Resistance in Serial and Parallel.docx
11.03.22 - Resistance Calculations Worksheet.docx
11.03.24 Building Circuits and Measuring Electricity.doc
-Whilst students were working on completing their worksheets we watched a Bill Nye video online dealing with electricity.
http://www.gamequarium.org/cgi-bin/search/linfo.cgi?id=3758
|
|
How a Generator Works |
-in-class film, film quiz, paper, pen for exit slip |
-Students discussed how a basic generator works. We observed an actual generator, watched a film, and discussed some related questions.
-Students were asked to complete an exit slip in response to a demonstration performed in class ("Exactly how did the light bulb turn on).
|
|
|
|
Eploring the Universe |
|
Introduction and history of the universe |
-High attention level during class, handouts of notes, textbook, paper, pen |
-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 and complete #'s 1-4
10.06.04 Essential Questions - choose 3.doc
|
|
Retrograde Motion |
|
-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.
|
|
History and models of the universe |
-Textbook, Paper, Pen |
-Students are asked to survey pages 438-439 and complete questions 1-4. |
|
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 11.04.06 Essential_Questions_-_choose_3[1].docx
|
|
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 asked to complete an assignment in response to the following question. "Explain the life of a star."
|
|
The Big Bang Theory
|
-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
|
|
Students are reminded that their final Term Quiz will be next Wed. (April 20)
and all assignments must be handed in before that time
|
Comments (0)
You don't have permission to comment on this page.