Wednesday, 27 October - Friday, 29 October, 2010

Print these sheets out and use to make up the lab on Wave Speed.

Students will be able to:
use information from laboratory experiments and classroom discussions to
-compare the speeds of two different waves.
-determine that wave speed affects the speed of ships.

Students watched a clip from the show The Deadliest Catch, showing the action of rogue waves.

Students did the wave speed lab. If you were absent, go to the website listed, and use the data on the page as your own.
http://www.physicsclassroom.com/Class/waves/u10l2d.cfm

The handouts can be found at the top of this blog.

Because Thursday is an early release day, all classes will not be seen. Those classes that meet will work on completing the lab.

On Friday, all classes reviewed the mini assessment in science except period 2, which had assembly.

All classes completed the lab write up and submitted it.

Tuesday, 26 October, 2010

Place this check off sheet on the back of your science board.

Students will be able to:
use information from videos from the internet, textbooks, and classroom discussions to
-compare and contrast reflection and refraction of light.
-construct diagrams of the different light properties.
-review information necessary for the science fair project.

Students took the mini assessment.

Students reviewed for the science fair. For those that have misplaced handouts, you can find the information at the top of this blog.

Students then used their text books, pages 91-92, to make two column notes on reflection, refraction, and diffraction, listing definitions and examples of each. Students then drew a representation of the term, complete with definition.

Monday, 25 October, 2010

Students will be able to:
use information from videos from the internet, textbooks, and classroom discussions to
-compare and contrast reflection and refraction of light.
-construct diagrams of the different light properties.

Students did another Mastering the FCAT problem for their do now.

Students took Exam 2 using the clickers.

Some classes watched the BrainPop movies on light, refraction and diffraction, and color.

Students should continue to read about conservation of energy as their home learning assignment.

Friday, 22 October, 2010

Be sure to bring these with you to class on Monday!

Students will be able to:
use information from videos from the internet, GIZMOs, and classroom discussions to
-investigate how colored shadows combine red, blue and green light to make white light.

The do now was to answer questions from the Mastering the FCAT booklet.

Students received the question set for Exam 2, which can be found at the top of this blog.

Students explored the additive properties of color and light, by doing the GIZMO additive colors of the pHET simulation color vision. If you do have a user name and password for GIZMO, go to the www.explorelearning.com site, type them in and do the activity. Be sure to write down the RGB values for EACH color you make. Record the color also. Try to make the seven colors of the visible light spectrum.

If you do not have a GIZMO account, you can email me for your account information. If your GIZMO account does not work, please use the pHET site. Copy the following into the URL address: http://phet.colorado.edu/en/simulation/color-vision. Then, click the green run now button. Let the program load, and then move the sliders. Record the colors made and the position of the sliders (1/4, 1/2. 3/4, full, etc.)

Monday, 18 October through Thursday, 21 October, 2010

This is HL 18. Follow directions. Do only the indicated problems.



These are HL 17. Do in order on loose leaf, properly headed paper.


This is HL 16. Answers only on correctly headed loose leaf paper.


This is HL 15. Answers only on correctly headed loose leaf paper.



These handouts are for the lab waves on a string.

Students will be able to:
use information from virtual laboratories and classroom discussions to
-predict the behavior of waves through varying medium.

The do now on Monday was a quiz.
The do now on Tuesday was to debrief the mini assessment.
The do ow on Thursday was a Mastering the FCAT question.

Students completed the graphs on Radio Station Frequencies.

Students practiced making compressional and transverse waves with Slinkys.

Students worked on the virtual lab waves on a string. The handouts can be found at the top of this blog. The link to the lab can be found at Dr. Gayden's Science Zone (drgcdms.podomatic.com) under for 7th graders only.

Home learning 15, due on Tuesday, can be found at the top of this blog.
Home learning 16, due on Wednesday, can also be found at the top of this blog.
Home learning17, due on Thursday, can also be found at the top of this blog.
Home learning 18, due on Friday, can also be found at the top of this blog.

Friday, 15 October, 2010

Remember, radiowaves travel at a speed of 30,000 km/s. Don't forget to convert the frequencies of the radio stations BEFORE you calculate wavelength!

Students will be able to:
use information from textbooks and classroom discussions to
-calculate the frequency of a transverse wave.
-construct a graph to show the relationship between the frequency and wavelength of electromagnetic waves.

The do now was to solve problems for wavelength:
A. A wave with a speed of 340 m/s and that travels with a frequency of 10 Hz has what wavelength?
B. A wave with a frequency of 560 Hz travels with a speed of 280 m/s. What is its wavelength?

Students completed the graphs on frequency and call stations. Some classes also do a log graph of frequency and wavelength of electromagnetic waves.

Those classes needing to complete the activity will do so on Monday.

HL 14 can be found at the top of this blog.

Thursday, 14 October, 2010

Students will be able to:
use information from textbooks and classroom discussions to
-calculate the frequency of a transverse wave.
-construct a graph to show the relationship between the frequency and wavelength of electromagnetic waves.

The do now was to solve several frequency problems:
a) A man standing on the pier counts 10 waves that pass him in 2 seconds. What is the frequency?
b) Jovani threw a pebble into the lake. He counted 35 ripples in the water that passed a branch sticking from the water in 7 seconds. What is the frequency?
c) Imara counted the number of times a hummingbird's wings moved in 10 seconds. She counted 110 times. What is the frequency?
d) Which situation has the greatest frequency?
e) Which situation carried the most energy?

Students submitted and reviewed HL #13.

Students began graphing frequency waves. Students looked the call letters and numbers of several Florida AM and FM radio stations. They then converted the numbers to scientific notation (after changing the call numbers to the correct frequency, since AM radio stations broadcast in KHz, while FM radio stations broadcast in MHz.

Students then plotted the data. Those classes that did not complete the graph will do so tomorrow.

There was no home learning.

Tuesday, 12 October and Wednesday, 13 October, 2010

This is HL #13. Answers only on correctly headed loose leaf paper in blue/black ink or pencil.


This is HL #12. Answers only on correctly headed loose leaf paper in blue/black ink or pencil.








Students will be able to:
use information from virtual laboratories and classroom discussions to
-identify and describe the parts of the electromagnetic spectrum.
-compare and order different types of electromagnetic waves by frequency, wavelength, and energy.

Do Nows
On Tuesday, students did a quick write about the waves.
On Wednesday, students will take a mini assessment.

Home Learning
Tuesday- HL #12, due on Wednesday/reviewed on Wednesday
Wednesday - HL #13, due on Thursday/reviewed on Thursday

Students turned in interactive notebooks for notebook check 2.

The remainder of the period on both days was spent on the Glencoe site learning about the electromagnetic spectrum. You can assess the lab by going to Dr. Gayden's Science Zone, and clicking the link under October 12, 2010 for Seventh Graders Only! Print out the handouts found at the top of this blog and complete.

Monday, 11 October, 2010

This is HL #11. Using a sheet of loose leaf notebook paper with no edges, write using blue/black ink or pencil. Be sure to head your paper correctly (upper right hand corner with last name, first name; date; period; HL #11. Also, include the title, waves, on the first line. LETTER ANSWERS ONLY!

Students will be able to:
use information from textbooks and classroom discussions to
-compare and contrast characteristics of electromagnetic and mechanical waves by constructing a Venn diagram.
-explain the relationship between wavelength and frequency.

Students submitted their scientist card.

The do now was to read pages 187-189 in the text and complete a Venn diagram on the information.

Students then watched BrainPops on the electromagnetic spectrum and the water cycle.

Students received HL #11, which can be found at the top of this blog. There will also be a notebook check.

Students spent the remaining class time at the BBC UK site, learning about waves and their properties. Visit Dr. Gayden's Science Zone for October 11. Be sure to click the links under the date that has seventh graders at the top (this is the SECOND blog for this date!)

Information that should be in your notes:

Electromagnetic waves
-do not need a medium to travel
-can travel through a vacuum
-can be transverse waves with a crest and trough
-examples include visible light, ultra violet radiation, infra red waves, microwaves, radio waves, gamma waves, and X-ray waves.

Mechanical waves
-require a medium to travel, which may be either solid, liquid or gas
-can be transverse with a crest and trough
-can be compressional waves (also known as longitudinal waves)
-examples include sound waves, seismic (earthquake) waves, and water (ocean) waves

Wednesday, 6 October through Friday, 8 October, 2010

Note: The due date is MONDAY, OCTOBER 11!!!!!!!

Students will be able to:
use information from textbooks and classroom discussions to
-define electromagnetic and mechanical waves.

The respective do nows were:
Wednesday - students make a foldable to illustrate the sameness and differences between the wave types.
Thursday - Quick write - What types of waves exist? Name them.
Friday - use your assigned vocabulary word and write a sentence using the word.

Students submitted HL #10 and reviewed it on Wednesday. For the remainder of Wednesday, and on Thursday and Friday, students researched their assigned scientist and used Comic Life to make a word wall poster of a assigned vocabulary word.

The technology project (scientist baseball card) is due on Monday, 11 October, and the instructions can be found at the top of this blog.

Tuesday, 5 October, 2010

This is HL #10. Head paper correctly and answer questions, answers only.




These handouts will assist you in learning about energy transformations. Please read carefully!

Students will be able to:
use information from videos from the internet, the textbook, and classroom discussions to
-apply the law of conservation of energy to energy transformations.
-identify how energy changes form.
-complete the power write up for the lab.

Students received handouts on energy transformations, which they used as a do now to answer the questions about energy transformation found on page 2 of the handout. These can be found at the top of the blog.

Students received HL #10, which can be found at the top of this blog.

Students viewed a BrainPop on the types of energy.

The remainder of the period was spent completing the write up for the chemical change lab.

Monday, 4 October, 2010

Students will be able to:
use information from videos from the internet, the textbook, and classroom discussions to
-apply the law of conservation of energy to energy transformations.
-identify how energy changes form.
-complete the power write up for the lab.

The do now was to complete the second sheet questions, found at the top of this blog.

Students took examination one on Energy Transfers and Transformations.

Students completed the writing up of the lab on chemical change.

Update the notebook as a part of the home learning assignment.

Friday, 1 October, 2010

Bring these to class on Monday!

Students will be able to:
use information from laboratory experiments and classroom discussion to
-compare and contrast physical and chemical changes.
-compare endothermic and exothermic reactions.
-use power writing to write up lab experience.

Students took a Benchmark Analysis test.

Students also received a problem set, which can be found at the top of this blog.

Students completed the conclusions and analysis of the lab. They still need to write up the lab in their interactive notebook, using the power writing/writing conclusions format found on pages a and b in their notebooks.

Students should update their interactive notebooks, checking that all Cornell notes have a summary; that they have used Costa's Level of Questioning or Quality Questions, found on pages g and h of their interactive notebooks; and that they have use highlighters to coordinate the questions with the answers.