How can engineers use their understanding of air pressure to make airplanes fly?
- Do Now– Get out your ISN and add to the Table of Contents on the Left Side- Score Sheet p.64. Head page 64 properly with Naked Egg Drop-Score Sheet-5/7/19. Tape the score sheet as a flip page to ISN p.64.
- Reading Comprehension– “Dynamics of Flight”- Read the introduction and preview the text as a full class. As the text is read aloud for the “gist,” make quick jots of what you notice. Now individually or with a partner, read slowly to clarify information from the quick read and annotate the text. As you find information, record it in your “Four Forces of Fight” organizer.
- Investigation– The Paper Tent- Fold a piece of paper (lengthwise) in half and make a paper tent. Place the paper tent on your desk. Predict what will happen when you blow into the tent. Will it appear to get larger, will it remain unchanged, or will it bend down toward the table? Position the straw about 2 inches away from the paper tent so that you will be able to blow a steady stream of air across the surface of the table or desk and through the tent. Observe what happens and complete worksheet. Now blow harder into the straw. Alternately, you can also turn your paper tent upside down and blow through the V-shaped paper. Trim & tape “Fun with Bernoulli” worksheet onto ISN p.63.
What happens when objects collide? How can we design a crash protection device to absorb enough energy during a car crash to save lives?
- Do Now– Get out your signed field trip permission form. How will the vehicles react in the following situation? Write your name and your answer on the piece of paper. Two cars of equal mass and moving at the same speed collide head-to-head.
- Reading Comprehension– “Air Pressure” ReadWorks article- In preparation for our field trip to the New England Air Museum, we’re going to learn a little about flight. To understand how flight works, we have to take a look again at air, something that we investigated when we studied about matter. And when looking at air, and more specifically air pressure, we are also taking a look at collisions. So keep in mind what we’ve been learning about speed, velocity, acceleration, and momentum as we read about the collisions of air particles.
- Motion Summative Assessment on Friday, 4/26– STUDY ISN pages 47-59
- Get Field Trip Permission Form signed- due Friday, 4/26
If speed has an effect on the impact of collisions, what happens if an object changes speed?
- Do Now– Copy down today’s Home Learning tasks in your planner. Get out your science notebook and add to the Table of Contents- “Acceleration p.57” (Right Side). Head page 57 properly with “Acceleration-Investigation-3/12/19.”
- Reading for Information/Cornell Notes– Explain the format for Cornell notes and set up ISN p.57. Add the following scientific language keywords to the Index in the back of your notebook: acceleration & deceleration. Model how to use the Cornell notes format, practice together as a full class, then continue individually.
- ISN Self-Reflection due by Friday, 3/15
- ISN’s (science notebooks) due next week
How is energy getting into the cup, if not from collisions with air?
- Do Now– Copy down today’s homework assignment in your planner. Write an answer to the following question: What is the difference between conduction and radiation?
- Article– “Extreme Temperatures May Pose Risks To Some Mail Order Meds”
1. Listen to a reading of the article.
2. Read the first page of the article, and circle any Fascinating Ideas.
3. In the space at the top of the first page, write down the Central Idea or main message of the article.
4. Now, continue to the next page of the article, while you are reading, circle any Fascinating Ideas. In the space at the top of the second page, write down the Central Idea or main message of the article. Has the central idea changed?
5. Repeat Step 4 for pages 3 & 4.
6. At the bottom of page 4, write 3 Fascinating Ideas, 2 Central Ideas, and 1 Question You Still Have
Unit Assessment on Friday, 1/25
What’s happening to the drink as it warms up?
- Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “States of Matter” p.27 (Right Side). Head p.27 properly with “States of Matter-Reading-10/30/18.″
- Model Tracker– Now that we have some agreement about what the particles in the model were like at the beginning when the water was cold and how the particles changed as the drink warmed up to room temperature, let’s update the Model Tracker on ISN pages 18-19.
- Simulation– PhET States of Matter– Select water molecule & change temperature to Celsius. Make observations while making the molecules really cold and really hot. What observations do you have that are consistent with our class consensus model? How is our model different than this simulation?
- Reading Comprehension– State of Matter- Hot and Cold: What’s It All About? Tape States of Matter Reading onto ISN p.27.
- Exit Tweet– If particles of the drink are getting more kinetic energy over time, where is this energy coming from? What are three ways we could warm up the drink in the classroom? How could we get energy into the drink?
ISN’s are due this week!
- Period 3- today!
- Period 7- tomorrow 10/31
- Period 6- Thu. 11/1
- Period 7- Fri. 11/2