Potential vs Kinetic Energy edu S- Using your knowledge of ecological succession. Explain how a pond can become a full grown forest with mature hardwood trees. What type of succession is this? (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy

P- Create a T chart that will help you compare and contrast potential and kinetic energy while we watch the clip. w1M (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy

A- Take your own notes/ quiz

E- Explain using PE and KE

E- Explain the relationship between force, motion and energy. Be sure to include the words kinetic energy and potential energy in your explaination!

Ball Bounce Lab We will compare and contrast PE and KE by completing a lab. S- Net force is the total amount of force acting on an object. If the force is moving to the right or up it will be positive and if it is moving to the left or down it will be negative. Number one is done for you. Please copy it and complete the rest. Be sure to include an arrow in the direction and the amount of force

P- Research for the bounce lab. While you watch the video record information that compares and contrasts Potential and Kinetic energy. Rg

A- Read and complete your lab sheet C/E complete the Conclusion portion of you lab sheet into your journal.

Force and Motion Edu We will identify and describe the changes in position, and speed of an object when acted upon by unbalanced forces. S-Round peas (R) are dominate to wrinkled peas (r). You decided to see what would happen if you breed a heterozygous round with a wrinkled pea. 1.Create a punnett sq 2.Describe the phenotypes of the offspring 3.Describe the genotypes of the offspring

P- Take your own notes A- Interactivity C- Quiz E -

Walking Lab We will show changes in motion by completing a lab graphing our data. S- George has a 700g cube. What is the density of the cube? 4cm

P: Title: Walking Lab Purpose: How will changing our speed while walking 25 meters, change what our distance/time graph will look like? Research Research: On a speed graph, time is the independent variable and distance is the dependent variable. Hypothesis: If we travel at a faster rate than slope on the graph will become ____ because ___

A- Create the chart: Walking slowlySpeeding upRunningSlowing down DistanceTimeDistanceTimeDistanceTimeDistancetime Average speed

C- Graph each set of data with a different color E- what can you learn from your graph? (write a minimun of a half page!)

Work EDU We will compare and contrast situations where work is being done by completing edusmart. S- Calculate the speed for each line A B C

P- Take your own notes A- Interactivity C- quiz E- Describe how to calculate work, then give 3 examples of scientific work being done (EXPLAIN)!

Calculating speed We will calculate average speed using distance and time measurements. S- _________ was a monk who studied ______ and discovered how _______ works which is why we call him the father of genetics.

P- Distance: is how far something moved. Average speed: the total distance divided by the total time. Speed: distance divided by time Velocity: speed with direction Potential energy: weight x height Kinetic energy: ½ mass X velocity 2

A- practice problems C- work problems on your own (finish LAB work from Friday if you haven’t done so) E- 1.Explain the main differences between velocity and speed. 2. How do we calculate speed?

Designing a Speed Lab We will design a lab investigation to determine how ramps affect speed. S- Describe the motion in each graph. Use a complete sentence and justify your thinking!

P- 1.What are the parts of the scientific method? 2.What makes a valid experiment?

A- Write up your lab, then have Ms. Sobek check it before you begin. Title: Purpose: How does the height/angle of a ramp affect the speed of a car traveling down the ramp? Research: Materials: Hypothesis: Procedures:

C- Create a line Graph to show the speed of each angle

E- analyze your data and write a conclusion You conclusion should include in a paragraph: What you did What data you collected Trends you can see in that data If you hypothesis is valid And where errors could have occurred during your investigation

Motion Graphs/ video We will compare and contrast potential and kinetic energy by completing stations. S- Describe the changes that are happening in the stomach and the esophagus.

P- Write a paragraph to describe what you should know about force, motion, and energy The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy; (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; (C) calculate average speed using distance and time measurements; (D) measure and graph changes in motion; and (E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

A-Explain which graph goes with each statement. Be sure to justify! 1. The car is stopped. 2. The car is traveling at a constant speed. 3. The speed of the car is decreasing. 4. The car Is coming back.

Simple machines EDU We will design a lab investigation to determine how ramps affect speed. S- Use your vocabulary to explain why we should wear safety belts. Be sure to describe the forces acting on the car, the man, and the wall.

Let’s talk about it… Your speed lab.. What did you conclude? What was the most challenging portion?

P-1. Which runner won the race? Explain. 2. Which runner stopped to rest? Explain. 3. How long was the stop? Explain. 4. How long did Bob take to complete the race? Explain 5. Calculate Albert’s average speed.

A- Take your own notes C- Interactivity E- Quiz

Ramp Lab We will determine how ramps affect the amount of force by completing a lab S- Sally loves sweets. She ate an entire cake by herself. Not only has she increased her chances of becoming diabetic, she is getting fat because the extra energy that is stored as fat. What type of energy transformation is this?

Title: Force and Ramps Purpose: How will the angle of a ramp affect the amount of force needed to move the object? Materials: ramp, object, spring scale, protractor, meter stick Hypothesis: If we increase the angle of the ramp then the amount of force needed to move the object will ___________ because… P

Procedures: At each of the angles, use the spring scale to measure the amount of force needed to move it. A AngleForceDistance between the base of the ramp and the top of the sink Calculate work. W= F x d 20 degrees 40 degrees 60 degrees

Graphing our independent and dependent vairables. Independent variable (X axis ): Dependent variable (Y axis): Constant variable: C E What is the relationship between the angle of the ramp and the amount of force needed to move the object. Use your graph to justify your answer. Look at your data chart. Use what you know about work and what you can learn from your data chart.

Write to Learn: Forces in living things We will understand how forces affect living things by completing edusmart and writing. S- Draw the graph. Explain the motion Of the car for each Line.

P- Take your own notes! VocabularyExplain the forces in each situation Picture Turgor pressure Phototropism Geotropism Seedling A- Quiz

C/E- Explain how forces affect living systems/things. Be sure to include your vocabulary!

Turgor pressure Lab We will demonstrate forces of nature by examining potato samples TEK 7.7 the student knows that there is a relationship among force, motion and energy DRAW a Pyramid. 1) Name the trophic levels 2)IF the herbivores have 100,000 Kcal, label all The other levels with the Correct energy S

Purpose- we will use potatoes to view how turgor pressure works Infer: write what you know about turgor pressure Materials: Potato samples, hand lens, microscopes P

DATA: create the table of physical properties and record your data How you investigated Salted potatoWater potato Touching Hand lens Microscope Tasting Smell Listen (when you break it) A

Analysis: Tell me at least 4 things you can learn from looking at your data chart Conclusion (half page reflection): 1.What did you do? 2. Compare the two samples your observed today. 3. What did you learn? 4.How did this help you understand turgor pressure? 5.Why should you not eat lots of frenchfries C E

TEST REVIEW

TEST DAY