Louise Culver's Science Classes

Science changing society…


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April 22, 2014

–Warm Up: Using the formula for energy on p. 68 & the formula for Richter scale magnitude equivalent on p. 69, calculate the energy and the Richter scale magnitude equivalent for the following objects:

–Individual: Create a brochure on Asteroids and Comets. *Preview Rubric & create checklist
-Due at the end of class

Brochure

Assignment: Create a brochure on Asteroids & Comet.

Description
Brochures & flyers are common ways of conveying information in a persuasive visual manner. Each is a short, powerful persuasive piece of advertising.

Space is limited in a brochure & you need to use as few words as possible to get your idea across. Attention-getting visuals, headlines, & graphics are all key features in the brochure design. Consider the following guidelines:

1. What is the concept?
2. What can it provide that is different from other related concepts?
3. Who is the audience?
4. What do I want to make clear to the reader?
5. Are the who, what, when, where, & how questions all answered in the brochure?
6. Is the brochure clear & attractive?


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April 21, 2014

–Warm Up: Using your summary of Asteroids & Comets for inspiration, create a comic strip that includes a caption.

–Individuals: Checking Up p. 74 small groups

–Partners: Understanding & Applying p.75  small group

–pass back work


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April 17, 2014

Warm Up: Using the formula for energy on p. 68 & the formula for Richter scale magnitude equivalent on p. 69, calculate the energy and the Richter scale magnitude equivalent for the following objects:
Object Radius(m) Impact Velocity (m/s2) Density (kg/m3)
Comet of 1014 75 50,000 4000
Lexell 4000 80,000 3500
Temple- Tuttle 2500 140,000 7000
Comet 1702 750 45,000 6000
–Finish Outlining: Asteroids & Comets p. 71-74 Write a 5-6 sentence summary of the section. And, write one question you think that may be asked as an essay or test/quiz question. Provide the correct answer & reasoning (because…)


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April 16, 2014

Warm Up: Using the formula for energy on p. 68 & the formula for Richter scale magnitude equivalent on p. 69, calculate the energy and the Richter scale magnitude equivalent for the following objects:

object Radius(m) Impact Velocity (m/s2) Density (kg/m3)
Comet 1491 1,000 40, 000 5000
Pons-Winnecke 80 90,000 4500
Biela 25 180, 000 8000
Halley 5000 60,000 7,000
–Finish Outlining: Asteroids & Comets p. 71-74 Write a 5-6 sentence summary of the section. And, write one question you think that may be asked as an essay or test/quiz question. Provide the correct answer & reasoning (because…)


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April 15, 2015

–Warm Up: Using the formula for Richter scale magnitude equivalent on p. 69 in your textbook calculate and record the energy equivalents in last column.
Object Radius (m) Impact Velocity (m/s) Density (kg/mᶟ) Energy (joules) Richter Scale Magnitude Equivalent
Vredefort 150 3500 2800
Sadbury 125 30,000 7000
Kara 60 80,000 3000
Manicouagan 50 60,000 6,000
Popigai 50 50,000 7,800

–Reading Groups: Read Asteroids and Comets p. 72-74 –stop and discuss key ideas as you read.

–Outline Asteroids and Comets pp. 71-74


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April, 14, 2014

–Warm Up: Copy the table below. Then using the formula for energy on p. 68 in your textbook calculate the energy of the impactors in joules (J).
–Whole Group: watch Discovery Channel-Mystery Planet Large Asteroid… Taking notes that help answer: How would the impact of a meteor have affected the biosphere near a crater? http://www.youtube.com/watch?v=PENT_hnyO-o
–Reading Groups: Read Asteroids and Comets p. 71-74 –stop and discuss key ideas as you read.
–T.O.D. Summarize p. 71 in 1-3 sentences

Object Radius (m) Impact Velocity (m/s) Density (kg/mᶟ) Energy (joules) Richter Scale Magnitude Equivalent
Vredefort 150 3500 2800
Sadbury 125 30,000 7000
Kara 60 80,000 3000
Manicouagan 50 60,000 6,000
Popigai 50 50,000 7,800


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April 11, 2014

Warm Up: Use your understanding of kinetic energy to answer the following questions. 1. Determine the kinetic energy of a 625-kg roller coaster car that is moving with a speed of 18.3 m/s. 2. If the roller coaster car in the above problem were moving with twice the speed, then what would be its new kinetic energy?
3. Missy Diwater, the former platform diver for the Ringling Brother’s Circus, had a kinetic energy of 12 000 J just prior to hitting the bucket of water. If Missy’s mass is 40 kg, then what is her speed?

–Finish Investigate p. 67-69
–Vocabulary Graphics: Solar wind, meteoroid, meteor, meteorite, chondrite
*turn in moon calendar/charts


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April 7, 2014

–Warm Up: Compare your answers to the Understanding & Applying P. 61 with your shoulder partner—Questions?

– Quiz The Sun-Earth-Moon System
–What Do You See? p. 67
–Think About It: How large (in diameter) do you think that the meteor was that formed Meteor Crater? How would the impact of the meteor have affected the biosphere near the crater? p. 67


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April 2, 2014

–Warm Up: Draw and label diagrams of the Sun-Earth-Moon system during spring tides & neap tides. *be sure to include labels for the moon phases.
–Individuals: Finish “The Sun-Earth-Moon System” p. 54-60
 take at least one note for each blue heading. Include the Blue Heading (Lunar Phases), a summary of the section and a diagram or important detail.
–Give-One-Get One (Notes): Students will meet with 5 other students; exchange an original note. If all his/her notes are the same, then they create a note together.


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April 1, 2014

–Warm Up: A mnemonic or mnemonic device, is any learning technique that aids information retention. Mnemonics aim to translate information into a form that the brain can retain better than its original form. Even the process of merely learning this conversion might already aid in the transfer of information to long-term memory. Commonly encountered mnemonics are often used for lists and in auditory form, such as short poems, acronyms, or memorable phrases, but mnemonics can also be used for other types of information and in visual or kinesthetic forms. Their use is based on the observation that the human mind more easily remembers spatial, personal, surprising, physical, sexual, humorous, or otherwise ‘relatable’ information, rather than more abstract or impersonal forms of information. Create a mnemonic device for lunar eclipse and solar eclipse. Draw diagrams for each.
Small groups: pick the best mnemonic to share with the class.
–Small Groups: Read “The Sun-Earth-Moon System” p. 54-60


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March 31, 2014

–Warm Up: Draw a diagram of the Sun-Earth-Moon system. Use arrows to show the direction of the revolutions & rotations of both the Earth and the moon. And, use dotted lines to represent the shape of the orbital paths of both the Earth and the moon.
–Small groups: Compare Investigates- Part C: Tides & Lunar Phases & Part D:Tidal Forces and the Earth System Q & A
Whole Group: Review T.A.I.
What do you think happened to make the moon look the way that it does? What is the origin of the Moon? In what ways does the Moon affect Earth?
–watch: Moon Phases http://www.youtube.com/watch?v=LaqrQyTm9B4 Taking notes that will help answer the T.A.I. questions—Small groups compare notes.


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March 21, 2014

–Warm Up: No Warm
–Individuals: Finish Investigate-Part C: Tides & Lunar Phases, AND Part D: Tidal Forces and the Earth System (p.53)
–Vocabulary Graphics: law of gravitation, Newton’s first law of motion, inertia, accretion, tide, spring tide, neap tide, eclipse, lunar eclipse, solar eclipse


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March 18, 2014

Warm Up: No Warm Up
–Individuals: Orbit Effects Error Analysis For each question write:
Where the correct answer can be found (in either book, Digging Deeper, the Investigate, Checking Up questions, or Understanding and Applying lecture, or video clip). When applicable, include the page. Answer the question in words (not letter choice. Write an explanation as to why the answer is correct. Draw a diagram that illustrates the main concept for each question.

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