Initial Observations of Anchor Penomenon

from videos of vehicle test crashes

What happens when objects collide?


Friday, 2/1/19- B Day

Learning Goal:

Students will be able to create a model that explains what happens to particle motion, temperature, and states of matter when heat energy is added or removed.

Learning Tasks:

  1. Science Friday- When Eels Attack
  2. State of Matter Changes HyperDoc on Google Classroom- pink EXPLAIN section

Watch the videos, read the Student Reading, and gather with Mrs. Vigliotti for the mini-lesson.

After using the resources above, collaborate with no more than two other students to develop a model

The model should describe/explain:

the liquifying of candle wax OR a puddle drying up in the sun AND the hardening of molten metal OR the “smoke” you see when you breathe in cold air.

Your model should feature the following changes:

      • Particle motion
      • Temperature
      • Change of state of matter

Your model should include the following:

      • Observable and unobservable features
      • The passing of time (ex. before-during-after)
      • A key to show how you are representing different things (ex. How are you representing particles? What is showing temperature?)
      • Writing- Explain how the evidence from your explorations supports your model.

*You can continue to work through each section on your own and at your own rate: EXPLORE (yellow), EXPLAIN (pink), ELABORATE/EXTEND (blue), and EVALUATE (purple). Before moving onto ELABORATE/EXTEND, bring your models to Mrs. Vigliotti.

Home Learning

If you do not finish a particular section on time, you will be expected to complete it outside of class.

Final models will be handed in on Tuesday 2/5.

Thursday, 12/20/18- A Day- Block Schedule- Periods 8, 4, 6, & 2 (Hollyball!)

Lesson Question

How do cups made from materials with air in them minimize energy transfer?

Learning Tasks

  1. Do Now– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Air vs Liquid Test” p.40 (Left Side). Head p.40 properly with “Air vs Liquid Test- 12/20/18.″
  2. Turn and Talk– Last time we examined materials closely and found some interesting patterns that could help us explain why certain materials are better than others at keeping the drink cold. What was the pattern we observed about the materials that performed best? What was the pattern we observed about the materials that performed the worst?
  3. Demonstration- Air vs Liquid Test– Set up ISN p.40 with the question “How do cups made from materials with air in them minimize energy transfer? Draw the demonstration setup and data table. Record temperature in data table every minute for 5 minutes. Work with your partner to develop an initial explanation for the differences in the data. Write the initial explanation in the space below your data table on ISN p.40.
  4. Brain Break– Yet Another Reason to Spike That Eggnog
  5. Individual Model– Remember: the purpose of building an individual model is to gather your initial thinking. Imagine putting the cup of very cold water into something solid at room temperature. Then imagine putting it into a liquid at room temperature. Then imagine keeping it in the room temperature air (gas). Your models need to zoom in to show energy transfer through particle collisions in each of those three examples. Draw your models on the Lesson 7 Student handout.
  6. Notebook Work– Tape the Section B/C/D handout as flip page to ISN p.36. Tape the Lesson 7: Student Handout as flip page to ISN p.40.

Thursday, 12/6/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

How can we slow energy transfer into a cup?

Lesson Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Criteria & Constraints” p.39 (Right Side). Head p.39 properly with “Criteria & Constraints-12/6/18.″
  2. Introduce Design Criteria & Constraints– We have learned a lot about how energy transfers from one substance into another because our goal is to design a cup that keeps drinks cold, preventing energy transfer. Although we want our cup to be as effective as possible, we want the cup to be usable under real-world conditions. The Cold Cup Challenge has several design criteria and constraints that we must keep in mind as we design our cups. Criteria are actions or things that proposed solutions are supposed to satisfy to be successful.  Constraints provide boundaries for what solutions can satisfy the design criteria. Summarize the rationales for each design criterion or constraint on Part I of the handout. Tape the handout to ISN p.39.
  3. Review Initial Cup Design– Turn to ISN p.22. Review what you had proposed in your initial design. You will be using what you have learned in class to revise your design. Then we will build and test our cups to see how well they work. We will then consider how we might revise our designs based on what we figure out.
  4. Identify Useful Model Ideas– Use your model tracker on ISN p.18-21 to review what you’ve learned that might be useful in your cup design. Record the model ideas and the evidence for them in the data table for Part 2.
  5. Brainstorm Data to Test for Effectiveness– How will we know if our designs are better than the original plastic cups or as good as the new cups? What type of data should we collect? How can we test our designs to see how well they minimize energy transfer to the cold drinks? Record your ideas for data to collect and what the data tell us in the data table for Part 3.