Mixture: substance made up of elements and/or compounds that
are not chemically bonded together. They are easy to
separate. ( exs – air, salt water, sand, soil)
Heterogeneous: a mixture in which the individual parts do not look
the same. You can distinguish one part from
another. ( ex. oil and water and sand )
Homogeneous: a mixture in which the individual parts look the same.
You can not distinguish one part from another.
( ex. Air and milk )
Wednesday, May 5, 2010
Monday, April 19, 2010
compound cards
Compound : pure substance made up of two or more different
elements chemically bonded together. They are hard
to separate. ( exs – salt, water and iron sulfide )
Chemical Formula: a representation of a molecule consisting of
chemical symbols, subscripts and coefficients.
( ex CO2 , N2 , 2NaSO3 )
Chemical Reaction: Is a process in which one substance or set of
substances, known as reactants are changed
into another substance or set of substances known as products.
elements chemically bonded together. They are hard
to separate. ( exs – salt, water and iron sulfide )
Chemical Formula: a representation of a molecule consisting of
chemical symbols, subscripts and coefficients.
( ex CO2 , N2 , 2NaSO3 )
Chemical Reaction: Is a process in which one substance or set of
substances, known as reactants are changed
into another substance or set of substances known as products.
element note cards
Element: A pure substance made up of only one kind of atom that can not be
broken down into a simpler form.
Chemical Symbol: a representation of the name of an element that consists of
one or two letters.
Periodic Table: A chart of all the known elements found on this earth which Dmitri
Mendeleev first developed in 1869.
Groups: The 18 vertical columns of elements on the table that organizes them into
families with similar chemical properties. The atoms of elements within a
group all have equal numbers of valence electrons.
Periods: The 7 horizontal rows of elements that show how the chemical properties
slowly change as you move across from one element to another. The
atomic number of the elements increases by one, therefore the electron
number increases as well.
broken down into a simpler form.
Chemical Symbol: a representation of the name of an element that consists of
one or two letters.
Periodic Table: A chart of all the known elements found on this earth which Dmitri
Mendeleev first developed in 1869.
Groups: The 18 vertical columns of elements on the table that organizes them into
families with similar chemical properties. The atoms of elements within a
group all have equal numbers of valence electrons.
Periods: The 7 horizontal rows of elements that show how the chemical properties
slowly change as you move across from one element to another. The
atomic number of the elements increases by one, therefore the electron
number increases as well.
Monday, April 12, 2010
Atom Note Cards
Atoms: Building blocks of matter
Atomic Number: number of protons in an atom
Mass Number: number of protons and neutrons in the nucleus of an atom
Proton: positively charged subatomic particle found in the nucleus of
an atom.
Neutron: neutral subatomic particle found in the nucleus of an atom.
Electron: negatively charged subatomic particle found on energy
levels outside the nucleus of an atom.
Valance Electrons: The electrons found on the outermost energy level
of an atom. Their number determines how an atom
will bond or not bond with other atoms.
Nucleus: the center of the atom which makes up the mass of the atom.
Neutral Atom: An atom that has an equal number of protons and electrons,
therefore it has no charge.
Ion: An atom that has an unequal number of protons and electrons,
therefore it has a charge.
An atom becomes an ion by either losing or gaining electrons.
Isotope: An atom that has the same number of protons, but different numbers
of neutrons. Isotopes have the same atomic number but different
atomic masses.
Atomic Number: number of protons in an atom
Mass Number: number of protons and neutrons in the nucleus of an atom
Proton: positively charged subatomic particle found in the nucleus of
an atom.
Neutron: neutral subatomic particle found in the nucleus of an atom.
Electron: negatively charged subatomic particle found on energy
levels outside the nucleus of an atom.
Valance Electrons: The electrons found on the outermost energy level
of an atom. Their number determines how an atom
will bond or not bond with other atoms.
Nucleus: the center of the atom which makes up the mass of the atom.
Neutral Atom: An atom that has an equal number of protons and electrons,
therefore it has no charge.
Ion: An atom that has an unequal number of protons and electrons,
therefore it has a charge.
An atom becomes an ion by either losing or gaining electrons.
Isotope: An atom that has the same number of protons, but different numbers
of neutrons. Isotopes have the same atomic number but different
atomic masses.
Thursday, April 23, 2009
force cards
Opportunity/Strategy for you to Review
Complete note cards for the following list and use as a means to review. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Force: anything that changes the speed of an object; a push or a pull.
Net Force: overall force acting on an object
Unbalanced Forces: change the motion of an object
Balanced Forces: will not change the motion of an object.
Newton’s First Law of Motion: An object at rest will remain at rest and an object in motion will
remain in motion until some unbalanced force acts on it.
Newton’s Second Law of Motion: F = ma
Newton’s Third Law of Motion: For every action there is an equal an opposite reaction.
Momentum: a quantity of motion; Momentum = mass x velocity
Conservation of Momentum: the total momentum before and after objects interact is
the same.
Complete note cards for the following list and use as a means to review. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Force: anything that changes the speed of an object; a push or a pull.
Net Force: overall force acting on an object
Unbalanced Forces: change the motion of an object
Balanced Forces: will not change the motion of an object.
Newton’s First Law of Motion: An object at rest will remain at rest and an object in motion will
remain in motion until some unbalanced force acts on it.
Newton’s Second Law of Motion: F = ma
Newton’s Third Law of Motion: For every action there is an equal an opposite reaction.
Momentum: a quantity of motion; Momentum = mass x velocity
Conservation of Momentum: the total momentum before and after objects interact is
the same.
Friday, March 27, 2009
motion cards
Motion: a change in position relative to some fixed object.
Reference Point: the fixed object used to determine another object’s motion.
Distance: The length between two points.
Speed: The distance an object travels in one unit of time
Formula for Speed: Distance / Time ( / means divided by )
Velocity: an object’s speed in a given direction.
Acceleration: the change in velocity over time. Three examples are : an increase in speed
a decrease in speed, or a change in direction
Formula for Acceleration : Final Velocity – Initial Velocity / Time for change
Reference Point: the fixed object used to determine another object’s motion.
Distance: The length between two points.
Speed: The distance an object travels in one unit of time
Formula for Speed: Distance / Time ( / means divided by )
Velocity: an object’s speed in a given direction.
Acceleration: the change in velocity over time. Three examples are : an increase in speed
a decrease in speed, or a change in direction
Formula for Acceleration : Final Velocity – Initial Velocity / Time for change
Thursday, May 15, 2008
matter note cards
Matter: anything that has mass and volume; everything around us
Solid: phase of matter that has definite volume and definite shape; molecules are packed very
close together. They have little room for movement.
Liquid: phase of matter that has a definite volume but not a definite shape; molecules are
packed close together but have room to move.
Gas: phase of matter that does not have a definite volume or shape; molecules are packed very
far apart. They have a lot of room to move
Boyle’s Law: shows the relationship between the volume and the pressure of a contained gas.
States that the volume of a fixed amount of gas varies inversely with the
pressure of the gas.
Charles’s Law: shows the relationship between the temperature and the volume of a
contained gas. States that the volume of a fixed amount of gas varies
directly with the temperature of the gas.
Properties: qualities or characteristics
Physical Properties: characteristics that describe a substance without changing it into
something new or different. Ex. mass, shape, color, density,
texture, size……
Chemical Properties: characteristics that describe how a substance changes into something
new and different. Ex. flammability, rusting/tarnishing, fizzing,
combustability……
Physical Changes: result in a change to a substances physical appearance and not its
chemical composition. Ex. boil, melt, freeze, evaporate, rip/tear,
dissolve ……..
Chemical Changes: result in a change to a substances chemical makeup. New and different
substances are formed. Ex. burn, rust, bleach, explode, rot/corrode …
Solid: phase of matter that has definite volume and definite shape; molecules are packed very
close together. They have little room for movement.
Liquid: phase of matter that has a definite volume but not a definite shape; molecules are
packed close together but have room to move.
Gas: phase of matter that does not have a definite volume or shape; molecules are packed very
far apart. They have a lot of room to move
Boyle’s Law: shows the relationship between the volume and the pressure of a contained gas.
States that the volume of a fixed amount of gas varies inversely with the
pressure of the gas.
Charles’s Law: shows the relationship between the temperature and the volume of a
contained gas. States that the volume of a fixed amount of gas varies
directly with the temperature of the gas.
Properties: qualities or characteristics
Physical Properties: characteristics that describe a substance without changing it into
something new or different. Ex. mass, shape, color, density,
texture, size……
Chemical Properties: characteristics that describe how a substance changes into something
new and different. Ex. flammability, rusting/tarnishing, fizzing,
combustability……
Physical Changes: result in a change to a substances physical appearance and not its
chemical composition. Ex. boil, melt, freeze, evaporate, rip/tear,
dissolve ……..
Chemical Changes: result in a change to a substances chemical makeup. New and different
substances are formed. Ex. burn, rust, bleach, explode, rot/corrode …
Monday, March 3, 2008
pressure and buoyancy cards
Opportunity/Strategy for you to Review
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
Pressure: a force pushing on a surface – created from molecules colliding
with each other and the surfaces they are in contact with.
Fluid: a substance whose shape can easily change – liquid or gas
Formula for pressure: P = force/area
Pascal’s Principle: a force is applied to an enclosed fluid, the increase in
pressure is transmitted equally to all parts.
Hydraulic System: multiplies force. When a force is applied to a small area
( piston), the pressure w/in the the enclosed fluid increases and pushes
on a larger area (piston) creating a greater force.
Buoyancy (or Buoyant Force): the force that acts in an upward direction
(against gravity) on anything submerged in a fluid.
Archimedes’s Principle: states that the buoyant force on an object is equal
to the weight of the fluid displaced by the object.
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
Pressure: a force pushing on a surface – created from molecules colliding
with each other and the surfaces they are in contact with.
Fluid: a substance whose shape can easily change – liquid or gas
Formula for pressure: P = force/area
Pascal’s Principle: a force is applied to an enclosed fluid, the increase in
pressure is transmitted equally to all parts.
Hydraulic System: multiplies force. When a force is applied to a small area
( piston), the pressure w/in the the enclosed fluid increases and pushes
on a larger area (piston) creating a greater force.
Buoyancy (or Buoyant Force): the force that acts in an upward direction
(against gravity) on anything submerged in a fluid.
Archimedes’s Principle: states that the buoyant force on an object is equal
to the weight of the fluid displaced by the object.
Monday, February 4, 2008
volume and density cards
Opportunity/Strategy for you to Review
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Volume: amount of space an object takes up
Liters: basic unit of measure for liquid volume
Cubic centimeters ( cm3 ) : basic unit of measure for gases and solids.
V = L x W x H : formula to find the volume of regular shaped object
Meniscus: the dip liquid has in a graduated cylinder
Graduated Cylinder: tool to measure liquid volume
Displacement Jar: tool to measure the volume of irregular objects
Density: the amount of mass in a given volume
Grams per Cubic Centimeter ( g / cm3 ) : basic unit of measure for density
D = m / v : formula to find density
Water: characteristic density of 1.0 g/ml
Floats: density of object less than the density of the liquid
Sinks: density of object greater than the density of the liquid
Middle: density of the object is equal to the density of the liquid
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Volume: amount of space an object takes up
Liters: basic unit of measure for liquid volume
Cubic centimeters ( cm3 ) : basic unit of measure for gases and solids.
V = L x W x H : formula to find the volume of regular shaped object
Meniscus: the dip liquid has in a graduated cylinder
Graduated Cylinder: tool to measure liquid volume
Displacement Jar: tool to measure the volume of irregular objects
Density: the amount of mass in a given volume
Grams per Cubic Centimeter ( g / cm3 ) : basic unit of measure for density
D = m / v : formula to find density
Water: characteristic density of 1.0 g/ml
Floats: density of object less than the density of the liquid
Sinks: density of object greater than the density of the liquid
Middle: density of the object is equal to the density of the liquid
Thursday, January 10, 2008
mass and weight cards
Opportunity/Strategy for you to Review
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Weight: pull of gravity
Gravity: the force of attraction
Spring Scale: instrument to measure weight
Newton: basic unit of measure for force and weight.
Mass: matter
Grams: basic unit of measure for mass.
Triple Beam Balance: instrument to measure mass
Inertia: property of a mass to resist changes in its motion
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Weight: pull of gravity
Gravity: the force of attraction
Spring Scale: instrument to measure weight
Newton: basic unit of measure for force and weight.
Mass: matter
Grams: basic unit of measure for mass.
Triple Beam Balance: instrument to measure mass
Inertia: property of a mass to resist changes in its motion
mrs d rubric
- Name: _____________________
Dear Mrs. Dzubak Letter Rubric
GRADED ON :
Methods to Measure Mass
Important Reminders & Facts
Organization And Clarity
Language & Spelling - 5
All three methods are addressed and thoroughly explained
Supplied at least 4 important facts or reminders for using the balance.
Letter is easy to follow, structured and coherent.
No mistakes in sentence structure & spelling with excellent use of sci vocab. - 4
All three methods are addressed and explained with few steps omitted.
Supplied at least 3 important facts or reminders for using the balance.
Letter makes sense, has structure with few areas that are confusing.
Few mistakes in sentence structure & spelling w/ great use of sci vocab.
- 3
Two to three methods are addressed and explained with few to some steps omitted.
Supplied at least 2 important facts or reminders for using the balance.
Letter makes sense, has some structure w/ some areas that are confusing and hard to follow.
Some mistakes in sentence structure & spelling w/ some use of sci vocab..
- 2
One to three methods are addressed and explained with many steps omitted.
Supplied at least 2 important facts or reminders for using the balance.
Letter is hard to follow with little structure. Many explanations are confusing and hard to follow.
Many mistakes in sentence structure & spelling w/ few uses of sci vocab. - 1
No methods are addressed or explained with a lack of steps being described.
Did not supply any important facts or reminders for using the balance.
Letter is extremely hard to follow with no structure. Explanations are confusing and not understandable.
Mistakes in sentence structure & spelling make writing illegible. No use of sci vocab.
dear mrs. d letter template
Name : ______________________________ Date: _____________
Science 6 - _____
Dear Mrs. Dzubak Letter
Directions: Write a letter to me explaining how to use a triple beam balance to measure the mass of different types of substances. You must give detailed information on measuring the mass using the three different procedures we learned about. Be sure to include any important reminders we talked about as well in regard to taking care of and treating the balance properly.
Dear Mrs Dzubak,
Introduction:
Science 6 - _____
Dear Mrs. Dzubak Letter
Directions: Write a letter to me explaining how to use a triple beam balance to measure the mass of different types of substances. You must give detailed information on measuring the mass using the three different procedures we learned about. Be sure to include any important reminders we talked about as well in regard to taking care of and treating the balance properly.
Dear Mrs Dzubak,
Introduction:
- Sentence telling what TBB is?
- Sentences that tell about the important reminders when using TBB.
- Conclusion sentence stating used in 3 different ways.
Body:
- Paragraph 1 Explain direct Mass
- Paragraph 2 Explain Mass by Difference
- Paragraph 3 Explain Measuring out chemical substances
Conclusion:
- One or 2 sentences with finishing thoughts.
Sincerely,
Friday, November 30, 2007
temperature cards
Opportunity/Strategy for you to Review
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Temperature: Measures the amount of heat energy something contains
( average kinetic energy)
Thermal Energy : measures the total kinetic energy of all the particles in a
substance.
degree Celsius: basic unit of measurement for temperature in the Metric
system.
degree Fahrenheit: basic unit of measurement for temperature in the English system.
Absolute Zero: temperature at which there is no heat energy. No
molecule movement. Used by scientists in extreme
conditions.
Conduction: The transfer of heat through a solid; direct contact
particle to particle within a substance.
Convection : The transfer of heat through a fluid ( gas or liquid) - currents
Radiation : The transfer of energy through empty space in form of
electromagnetic waves.
Specific Heat : The amount of heat required to raise the temp of a
Substance
The higher the specific heat the longer it takes to heat up.
The higher the specific heat longer it takes to cool down.
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Temperature: Measures the amount of heat energy something contains
( average kinetic energy)
Thermal Energy : measures the total kinetic energy of all the particles in a
substance.
degree Celsius: basic unit of measurement for temperature in the Metric
system.
degree Fahrenheit: basic unit of measurement for temperature in the English system.
Absolute Zero: temperature at which there is no heat energy. No
molecule movement. Used by scientists in extreme
conditions.
Conduction: The transfer of heat through a solid; direct contact
particle to particle within a substance.
Convection : The transfer of heat through a fluid ( gas or liquid) - currents
Radiation : The transfer of energy through empty space in form of
electromagnetic waves.
Specific Heat : The amount of heat required to raise the temp of a
Substance
The higher the specific heat the longer it takes to heat up.
The higher the specific heat longer it takes to cool down.
Thursday, November 8, 2007
length note cards
Opportunity/Strategy for you to Review
Terms
Length: Measures the distance between points.
Meter: Basic unit of measurement length.
Metric System: The International System of measurement,
includes : meters, grams, liters and Celsius.
Kilo: prefix meaning 1000 (1km = 1000 m)
Centi: prefix meaning 1/100 (1m = 100 cm) or (1 cm is .01m)
Milli: prefix meaning 1/1000 (1m = 1000 mm) or (1 mm is .001m)
(1cm = 10 mm) or (1mm is .1cm)
Terms
Length: Measures the distance between points.
Meter: Basic unit of measurement length.
Metric System: The International System of measurement,
includes : meters, grams, liters and Celsius.
Kilo: prefix meaning 1000 (1km = 1000 m)
Centi: prefix meaning 1/100 (1m = 100 cm) or (1 cm is .01m)
Milli: prefix meaning 1/1000 (1m = 1000 mm) or (1 mm is .001m)
(1cm = 10 mm) or (1mm is .1cm)
scientific method cards
Opportunity/Strategy for you to Review
State the Problem - question
Gather Information - observations and research
Form a Hypothesis - statement that expresses the educated guess or solution
Test your Hypothesis - experiment
Record and Analyze Data - notes, data, graphs and charts
Draw a Conclusion – realization; hypothesis is confirmed or changed
State the Problem - question
Gather Information - observations and research
Form a Hypothesis - statement that expresses the educated guess or solution
Test your Hypothesis - experiment
Record and Analyze Data - notes, data, graphs and charts
Draw a Conclusion – realization; hypothesis is confirmed or changed
Tuesday, October 9, 2007
Straw Structure Lab Packet
Name: _____________________ Date: ___________
Science 6 - ______ Lab # _______
Constructing a Straw Structure
Problem: How can we construct a straw structure at least 1 meter high that is able to
stand on its own and withstand at least 250 grams of mass at its highest
point for at least 1 minute?
Pre – Lab questions to discuss.
Jot down answers in your lab book.
1. What are the best shapes to use for a tall structure?
2. What kinds of support does your structure need to continue standing
as you build up?
3. What are some good ways to build a foundation, or base, for a tall structure?
4. If you were going to design a building, how would you determine how strong
it would need to be?
5. How do you think the material from which a building is made affects its strength?
Gather Information:
As a group discuss what different types of straws and paperclips you could use and write down this information below.
Discuss the different shapes you could construct and possible number of straws and clips you plan on using in your structure. Meaning do you think you should use a lot or minimize the amount? Write this info below.
Paper Clips Straws Shapes Quantity
Form a Hypothesis:
Sketch your group’s design plan below and develop a hypothesis that is a suggested solution to the problem stated above. Write this hypothesis on the lines provided below.
Ex. - If we use straight straws and small clips with a big base, than our structure will be able to stand and support more than 250 grams.
Hypothesis:
Record and Analyze your Observations
At the end of each period (~ 5 minutes prior to the bell ringing) sketch your structure and count the approximate number of straws and paper clips it is made up of. Record these numbers on the side of your drawing. Jot down observations you are making in regard to your structures durability to stand on its own and later withstand weight.
Analyze your drawing and notes each night and write down one or two ideas on how to improve your group’s structure. Share these thoughts with one another the following day and continue to work on meeting your goal.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Draw A Conclusion
Draw a final sketch of your structure below and count ( an approximate ) and record the total approximate number of straws and paper clips you used.
_______ straws
______ paper clips
Answer the following questions below using complete sentences. Be sure to rephrase part of the question in your answer.
Did your group meet the goals of the project? Explain.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Was your hypothesis confirmed (was it correct) or did it need to be changed? Explain.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Extension:
Read the handout about what gives a structure support (beams and columns) then highlight the beams in yellow and the columns in red on the sketch of your model structure above.
Using the same handout determine the total dead load of your structure. Show your work below. Remember each straw weighs approximately .7 grams and each paper clip weighs approximately .5 grams. Use the total numbers you recorded in your conclusion section to complete this task.
Science 6 - ______ Lab # _______
Constructing a Straw Structure
Problem: How can we construct a straw structure at least 1 meter high that is able to
stand on its own and withstand at least 250 grams of mass at its highest
point for at least 1 minute?
Pre – Lab questions to discuss.
Jot down answers in your lab book.
1. What are the best shapes to use for a tall structure?
2. What kinds of support does your structure need to continue standing
as you build up?
3. What are some good ways to build a foundation, or base, for a tall structure?
4. If you were going to design a building, how would you determine how strong
it would need to be?
5. How do you think the material from which a building is made affects its strength?
Gather Information:
As a group discuss what different types of straws and paperclips you could use and write down this information below.
Discuss the different shapes you could construct and possible number of straws and clips you plan on using in your structure. Meaning do you think you should use a lot or minimize the amount? Write this info below.
Paper Clips Straws Shapes Quantity
Form a Hypothesis:
Sketch your group’s design plan below and develop a hypothesis that is a suggested solution to the problem stated above. Write this hypothesis on the lines provided below.
Ex. - If we use straight straws and small clips with a big base, than our structure will be able to stand and support more than 250 grams.
Hypothesis:
Record and Analyze your Observations
At the end of each period (~ 5 minutes prior to the bell ringing) sketch your structure and count the approximate number of straws and paper clips it is made up of. Record these numbers on the side of your drawing. Jot down observations you are making in regard to your structures durability to stand on its own and later withstand weight.
Analyze your drawing and notes each night and write down one or two ideas on how to improve your group’s structure. Share these thoughts with one another the following day and continue to work on meeting your goal.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Date ________
Drawing Notes
Ideas for Improvement:
1.
2.
Draw A Conclusion
Draw a final sketch of your structure below and count ( an approximate ) and record the total approximate number of straws and paper clips you used.
_______ straws
______ paper clips
Answer the following questions below using complete sentences. Be sure to rephrase part of the question in your answer.
Did your group meet the goals of the project? Explain.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Was your hypothesis confirmed (was it correct) or did it need to be changed? Explain.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Extension:
Read the handout about what gives a structure support (beams and columns) then highlight the beams in yellow and the columns in red on the sketch of your model structure above.
Using the same handout determine the total dead load of your structure. Show your work below. Remember each straw weighs approximately .7 grams and each paper clip weighs approximately .5 grams. Use the total numbers you recorded in your conclusion section to complete this task.
straw structure rubric
STRAW STUCTURE
LAB EVALUATION
Criteria with point value
(4) Accomplished architect
(3) Beginner architect
(2) Architect's apprentice
(1) Arichitect still in school
Collaboration and Communication
( 4 ) Student proactively contributed to the group by giving at least 3 ideas for construction,
staying on topic and building off others ideas and thoughts.
( 3 ) Student actively contributed to the group by giving at least 2 ideas for construction,
staying on topic most often, and supplies support and constructive criticism at times.
( 2 ) Student rarely contributed to the group by giving at least 1 idea for construction.
Conversations often off topic with little support to others in the group.
( 1 ) Student never contributes to the group by not giving any ideas for construction.
Conversation is always off topic and offers no support to others.
Preparation
( 4 ) Student is always prepared for class with materials, lab book, packet and supplies.
( 3 ) Student is usually prepared for class with materials, lab book, packet and supplies.
( 2 ) Student is rarely prepared for class with materials, lab book, packet and supplies.
( 1 ) Student is never prepared for class with materials, lab book, packet and supplies.
Building Design
( 4 ) Lab report shows clear progression in building design modifying hypothesis and structure
as went along. Active thinking processes
( 3 ) Lab report shows some progression in building design modifying hypothesis and structure
as went along. Active thinking processes.
( 2 ) Lab report shows little progression in building design and modification of hypothesis and
structure as went along. Lack of thinking processes shown.
( 1 ) Lab report shows no progression in building design and modifying hypothesis and
structure as went along. No thinking processes.
Height
( 4 ) Structure measures 1 meter tall or greater
( 3 ) Structure measures 90 centimeters or above
( 2 ) Structure measures 60 to 90 centimeters
( 1 ) Structure measures 59 meters or below
LAB EVALUATION
Criteria with point value
(4) Accomplished architect
(3) Beginner architect
(2) Architect's apprentice
(1) Arichitect still in school
Collaboration and Communication
( 4 ) Student proactively contributed to the group by giving at least 3 ideas for construction,
staying on topic and building off others ideas and thoughts.
( 3 ) Student actively contributed to the group by giving at least 2 ideas for construction,
staying on topic most often, and supplies support and constructive criticism at times.
( 2 ) Student rarely contributed to the group by giving at least 1 idea for construction.
Conversations often off topic with little support to others in the group.
( 1 ) Student never contributes to the group by not giving any ideas for construction.
Conversation is always off topic and offers no support to others.
Preparation
( 4 ) Student is always prepared for class with materials, lab book, packet and supplies.
( 3 ) Student is usually prepared for class with materials, lab book, packet and supplies.
( 2 ) Student is rarely prepared for class with materials, lab book, packet and supplies.
( 1 ) Student is never prepared for class with materials, lab book, packet and supplies.
Building Design
( 4 ) Lab report shows clear progression in building design modifying hypothesis and structure
as went along. Active thinking processes
( 3 ) Lab report shows some progression in building design modifying hypothesis and structure
as went along. Active thinking processes.
( 2 ) Lab report shows little progression in building design and modification of hypothesis and
structure as went along. Lack of thinking processes shown.
( 1 ) Lab report shows no progression in building design and modifying hypothesis and
structure as went along. No thinking processes.
Height
( 4 ) Structure measures 1 meter tall or greater
( 3 ) Structure measures 90 centimeters or above
( 2 ) Structure measures 60 to 90 centimeters
( 1 ) Structure measures 59 meters or below
Stability
( 4 ) Structure clearly is able to stand on its own for at least 1 minute. Little tilt or sway.
( 3 ) Structure is able to stand on its own for at least 1 minute with some tilt and swaying.
( 2 ) Structure is barely able to stand on its own for 1 minute.
( 1 ) Structure not able is able to stand on its own for at least 1 minute.
Durability
( 4 ) Structure clearly able to hold 250 grams for at least 1 minute.
( 3 ) Structure able to hold 250 grams for 30 seconds or 200 – 249 grams for 1 min.
( 2 ) Structure able to hold 250rams for less than 30 seconds or 150 – 199 grams for 1 min.
( 1 ) Structure not able to hold 250 grams or able to hold 100 grams or less.
Total---->
__________
Monday, October 1, 2007
note cards - science skills
Opportunity/Strategy for you to Review
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Observe: using your five senses
Classify: grouping
Organize: ordering
Measure: quantity, capacity, dimensions , frequency or distance.
Hypothesize: an educated guess; suggested solution
Infer: drawing a conclusion based on facts and observations
Predict: to declare beforehand
Analyze: carefully studying, examining and picking apart.
Model: replica or copy; mimicking.
Complete note cards for the following list of terms, definitions and formulas.
Use them as a means to review each night before you fall asleep. LEAVE THEM AT HOME, BY YOUR BED!!!!!!!!!
WRITE NEATLY SO THAT THE CARDS ARE A TOOL TO HELP YOU MEMORIZE MATERIAL.
Terms
Observe: using your five senses
Classify: grouping
Organize: ordering
Measure: quantity, capacity, dimensions , frequency or distance.
Hypothesize: an educated guess; suggested solution
Infer: drawing a conclusion based on facts and observations
Predict: to declare beforehand
Analyze: carefully studying, examining and picking apart.
Model: replica or copy; mimicking.
Monday, April 9, 2007
rubric for the boat project
Rubric for Staying Afloat Project
Exceptional (4)
Supported 500 – 749 grams for 20 seconds. Report indicates 1 out of the 3 measurements required. Some mistakes in measurements taken. Report overviews the procedure used to develop & design the boat. Some areas are unclear. Few problems & solutions discussed. Some areas are unclear and affect understanding
Many spelling, punctuation & capitalization errors that interfere with meaning. Few scientific vocabulary is used.
Still Working (1)
Supported under 500 grams for at least 20 seconds. Report does not accurately depict and/or report the amount of foil used or the area, weight and pressure of the boat. Report lacks details in regard to how the boat was designed. Information hard to follow. Report gives no information on problems and solutions experienced in designing the boat.
Spelling, punctuation and capitalization errors seriously interfere with meaning. Lack of scientific vocabulary.
extra credit for every 150 grams over the 1000 grams
Exceptional (4)
Supported at least 1000 grams for minimum of 20 seconds
Report indicates proper measurements taken for the amount of foil used, area, weight and pressure of the boat.
Report clearly & logically discusses the procedure used to develop & design the boat Report clearly & logically discusses clearly & logically addresses problems that arose as well as solutions to solve. Words are spelled correctly. Punctuation & capitalization are correct. Scientific vocabulary is used.
Good (3)
Supported 750 - 999 grams for 20 seconds. Report indicates properly 2 out of the 3 required measurements. Report addresses procedure used to develop & design the boat. Few areas are unclear.
Some problems and solutions are discussed. Few areas unclear. Some spelling, punctuation & capitalization errors. Some scientific vocabulary is used.
Supported 500 – 749 grams for 20 seconds. Report indicates 1 out of the 3 measurements required. Some mistakes in measurements taken. Report overviews the procedure used to develop & design the boat. Some areas are unclear. Few problems & solutions discussed. Some areas are unclear and affect understanding
Many spelling, punctuation & capitalization errors that interfere with meaning. Few scientific vocabulary is used.
Still Working (1)
Supported under 500 grams for at least 20 seconds. Report does not accurately depict and/or report the amount of foil used or the area, weight and pressure of the boat. Report lacks details in regard to how the boat was designed. Information hard to follow. Report gives no information on problems and solutions experienced in designing the boat.
Spelling, punctuation and capitalization errors seriously interfere with meaning. Lack of scientific vocabulary.
extra credit for every 150 grams over the 1000 grams
model for boat write up
Model to Write the Report for
Staying Afloat Project.
Intro – These are the questions that need to be answered within this paragraph. An example below the questions is supplied as a reference.
Where did the ideas you used to design your boat come from?
What makes a boat buoyant, and how did this affect your design?
The ideas I used to design the boat came from ______. Knowing that for a boat to be buoyant it _______, therefore I needed to ______.
Body - These are the questions that need to be answered within this paragraph. An example below the questions is
What problems or obstacles did you face while constructing your boat, and how did you solve them? ( Describe and Explain)
As I constructed the boat there were _______ problems that arose, causing me to come up with solutions to these problems. The first obstacle was _________. To solve this problem I ______. The second problem I was faced with was _________. In this case I ____________.
Conclusion - These are the questions that need to be answered within this paragraph. An example below the questions is supplied as a reference.
How much tin foil did you use to construct your boat? ( total area )
What was the total quantity of mass your boat was able to support & for how long? ( in grams)
What is the area your boat takes up? measure bottom of boat ( L x W )
What is the weight of your boat? ( this should be done in class and recorded in Newtons ( to convert grams to Newtons - move decimal 2 places to the left ( dividing by 100 )
How much pressure does your boat exert of the surface of the water both with and without the load? formulas to follow to calculate this -
without the load : pressure = wt of boat/ area of boat ( answer recorded in n/cm2)
with the load : pressure = total wt of boat plus wt it held / area of boat ( answer in N/cm2)
In the end my goal was met, and the boat, which was made up of ________ of foil, was able to support a cargo of _______ for __________. It took up an area of __________ and had a total weight of ______________. As a result, the boat exerted _________ of pressure on the surface of the water without its load and ________ of pressure with its load.
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