Tuesday's Class

Tuesday's "science" class was different then any other one. Instead of science we did wellness, because on Monday (actual wellness class) we had presentations from Davide and Karin and then we had a guest speaker, that smokes, to speak to us about how smoking is bad for you and that we schouldn't start smoking. We didn't get to the smoking commercial things on Monday,as Ms.D. wanted, because our guest speaker took a long time speaking to us. So we had to talk about the smoking commercials today instead of science class.

First we handed in our super hero project (which was science homework) because instead of last Friday it was due today. Then we went straight to the smoking commercials and Ms.D. gave us the rubric so that we can follow what she is reading and so that she can explainstuff that we need to do. Ms.D. also told us that we're gong to be using the program Audacity to record our commercials. Ms.D. also gave us a guide to using this program so that we know how to use it, but she said that it is easy to use anyway. Then we went to our smoking packet and we talked about what smoking can do to you:

• stained teeth
• stale smell in hair
• halitosis (bad breath)
• stuffy nose
• skin wrinkles
• lung cancer
• deadened taste buds
• heart disease
• damaged cilia (little hairs in your nose, ears, and other places in your body, that get damaged by the smoke of the cigarette
• mouth cancer
• irritated throat
• chronic bronchitis
• increased heartbeat
• emphysema (you can't breath so you have to carry oxygen around)
• stained, yellow fingers
• stroke ( when it happens it means that the blood to the brain can't go and you loose your arm, leg, etc.)
• less oxygen to lungs
• odor of smoke in your clothes

Then when you flip the page over there's a Brain Pop activity that we had to fill in and here are the answers from 1st to last:

1. 
   

   

   The picture above is showing an example of a tobacco plant.

   illness
2. tobacco
3. oxygen
4. tar
5. lungs
6. cancer
7. nicotine
8. heart
9. drug
10. help
    



And then when you turn the page over, you will find a "What is Nicotine?" activity and here yre the answers, again from 1st to last:

1. liquid
2. tobacco
3. cigarettes
4. pipes
5. cigars

6. smokeless (chewing) tobacco
7. lungs
8. chewing
9. stomach
10. mouth

And then next in the packet there is just information and the next activity is "Up in Smoke" which was homework for Monday, because you had to go on the internet and search this to actually answer these.



Next, we went back to the commercials, but we were interrupted by the PTA, because they gave us donuts because it was Mardi Gras (which ment Fat Tuesday). Ms.D. started showing us a cigarette ad from the 1960's which you can find here, as we were eating the donuts. When we finished eating, Ms.D. showed us the grose commercials from Australia, because Australia has too many smokers so they want them to stop smoking. And the only way to make them stop is to start putting these grose commercials on T.V. :


• Anti-Smoking Artery
• Anti-Smoking Mouth Cancer
• Anti-Smoking Stroke
• Anti-Smoking Tar in Lung
• Anti-Smoking Rotten Lung

So these are the 5 websites that we watched in class. And here is a link to Moodle so that you can see the homework sheet, the smoking radio commercial sheet, and the guide to using Audacity.



The picture above is showing lungs from a non-smoker and a smoker. The one on the left is from a person who has died who was not a smoker. The right one is from a smoker who smoked for many years.

AND THE NEXT SCRIBE IS....(DRUMS)......VALENTINA

Thursday's and Friday's classes

Hey there everyone!

Thursday and Friday were very busy classes for the seventh grade. Since Ms.D was sick on Thursday, we had a substitute teacher called Ms.Erfle. She checked our homework, which was the Work & Power Math Sheet. You can find it here. We had to use the Formula-Plug-Chug method to solve the sheet. Here are the answers to the worksheet!

1. 794.97 J (Joules)

2. 20.60 N (Newtons)

3. o.43 m (meters)

4. 20.13 W (Watts)

5. 20 s (seconds)

6. 7491 J (Joules)

For seven and eight, there were two parts to the problem, labeled "a" and "b".

7a. 129.75 J (Joules)

7b. 54.06 W (Watts)

8a. 43.2 m (meters)

8b. 589.88 W (Watts)

Later on, we did the Work and Power Math 2 worksheet. Here are the answers to this second sheet!-

1. 411.84 J (Joules)

2. 37.24 N (Newtons)

3. 5.48 m (meters)

4. 13.87W (Watts)

5. 6.14 s (seconds)

6. 7,222.50 J (Joules)

Again, for numbers seven and eight, there were two parts to the problem, labeled "a" and "b".

7a. 472.50 J (Joules)

7b. 89.15 W (Watts)

8a. 55.46 m (meters)

8b. 133.25 W (Watts)

Moving on, we started to take notes, define key terms, and answer analyzing data for pages 114-119. Since we didn't have enough time to finish this, Ms.Erfle gave it as homework for Friday. Lastly on Thursday, we started watching a video by BBC Life that talked about how animals live around the world and what they do. You can find the video here. Unfortunately, we didn't get to watch all of it, since class finished. As a reminder to everyone, our Science Superhero projects were due on Friday.

Friday's Class

On Firday, Ms.D was back! Firstly, we showed Ms.D our homework, which was, 
as I said before, to take notes on pages 114-119. Then, we talked about our Science 
Superhero projects, since most, if not all, of the class had problems with them and didn't 
understand what they were doing, Ms.D gave us until Tuesday, March 8th, to re-do 
them and correct them.

Things to know about Science Superheroes are:

• First part, CREATIVE WRITING!!! NO SCIENCE!!
• Footnotes- at the end of the paper, SCIENCE!!!

After having discussed and understood our Science Superhero Projects, 
we looked at our homework. Here are the notes we took:

Machine- a device that allows you to do work in a way that it is easier.

Input Force- the force that you exert on the machine (done by person).

Output Force- the force the machine exerts on an object (done by machine).

Input Work- input force times input distance.

Output Work- output force times output distance.

Mechanical Advantage- output force/input force.

Efficency- the efficency of a machine compares the output work to the input work; 
calculated as a percentage (%).

A machine makes work easier by changing at least one of three factors. A machine 
may change the amount of force you exert, the distance over which you exert a 
force, or the direction in which you exert a force.

Output Force/Input Force=1- changed direction.

Output Force/Input Force= greater than 1- increased the amount of force.

Output Force/Input Force= smaller than 1- direction changed.

Here are the answers to the Analyzing Data-

1. Input force (N) - independent variable.
2. 400 N (Newtons) of output force.
3. Ramp 1= 10, Ramp 2= 5, and Ramp 3= 2. (Ramp 3 has the greatest MA)
4. The slope shows how much a machine can do with an amount of input force. 

Strangely enough, for the input and output forces, you do NOT have to put a unit!

After taking notes, we started on a new subject...drum roll...SIMPLE MACHINES!
We only started out,so we only discussed the seven different types of simple machines.

They are: pulley, ramp, lever, wheel & axel, screw, wedge, and gear.

We are going to make a presentation (powerpoint, poster, prezi etc.) in groups of 
two, on a different type of simple machine for every group. As a reminder, our partners 
are numbers 5 in our appointment clock. 

Our homework for Tuesday is to finish our Science Superhero Projects!

AND THE NEXT SCRIBE IS......EVEN COOLER MUSIC.....JAKUB!!!!

Tuesday's Science Class

Hi everyone who reads my post now!!!

   Our Tueday's Science Class we started our classfrom talking about our "Design a Supehero" project. Just to let everyone know, it is due this Friday, March, 2011. To see more about this project I recommend everyone to look at Chiara's post, because it has a lot of information about the "Superhero Project"; or you can also see http://zagreb.ceesa.net/course/view.php?id=188 , which is Moodle.

   Today we basically read p. 108-113 in our "Science Explorer" book and made some math problems that are on page 112. After that, we took notes about work, power, joule. And here is what we were supposed to take notes on:

• Work-is when you exert a force on an object that causes the object to move some distance.   You can also explain work as-   a force exerted on an object that causes to move.
• The object moves in the same direction in which the force is exerted.
• Force in the same direction: to do work on an object, the force you exert must be in the same direction as the object's motion.
• NO WORK WITHOUT MOTION!
• Calculating work: is the amount of work done on an object. Can be determined by: work= force x distance
• Here is a website that can help you learn more about work: http://www.school-for-champions.com/science/work.htm
• Joule- the unit for joule is (J). Joule is the amount of work you do when you exert a force of 1 Newton to move an object a distance of 1 meter.
• Joule is a SI unit of work.  
• The amount of work you do on an object is not affected by the time it takes to do the work. 
• Here is the website about jouls: http://www.diracdelta.co.uk/science/source/j/o/joule/source.html 
• Power- is the rate at which the work is done. 
• Power equals the amount of work done on an abject in a unit of time. 
• Power= work/ time  (I can't find symbols here, so, power= work divided by time)
• Power units: 1KW = 1,000 W ( one Killowatt equals 1,000 Watts). 
• One Watt is very small. 
• Engines use horsepower, not Watts!!! 
• One horsepower= 746 Watts

   And this is it! I tried to make my post as short as possible and easy to read! I hope you liked it!

For homewrok we have to do the math sheet, which is due on Thursday.   

THE NEXT SCRIBE IS... (COOL MUSIC) DAVIDE!!! 

    

Science class, Febuary 17

On Thursday, February 17, Ms.D. gave our quest back. We just finished the section on forces.

Just to remind us this is what we learned about:

Newton’s Three laws:

1) Inertia: Things that are at rest stay at rest, and things that are moving will keep moving unless another forces act on them.

2) Acceleration depends on the object’s mass and on the net force acting on the object.

3) Action and Reaction: If one object exerts a force on another object, then the second object exerts a force of equal strength in the opposite direction on the first object.

The other forces we learned about are: air resistance, gravity, friction, speed and velocity.

Another important law we learned about was the law of conservation of momentum, which says ‘that the total momentum of any group of objects remains the same, or is conserved, unless out side forces act on the object.

Then Ms.D. explained to the class the goal of our next lab. The goal is going to be making simple machines, and the surprise was that before this lab we are going to make our own super hero, Yeah (scream). We had to design and name a Science Superhero and how this super hero saved the day.

She recommended that his/her power had to be scientific and it had to have at least 5 Superpower. Some examples of his super power would be:

· Decreasing / increasing the speed of an object

· Changing the velocity (speed or direction) of an object

· Changing the friction between two objects

· Conserving / “losing” momentum

· Instantaneous temperature change ( + or -)

· Affecting the weight and gravity of a place

It wouldn't make sense to make a superhero in science class without having scientific powers.

Usually we find superheroes in cartoons, movies and books. But they don’t always use scientific superpower. A good example of a superhero is Superman. He flies in the air without any machine and the gravity doesn’t pull him down.

Our superhero must include laws and forces 0f science like the ones we learned about.

After Ms.D. showed as hers super hero, which she made it just yesterday. She told as that the super hero must be printed in color, and if we though we would lose our super hero she recommended to leave it with her. We went to the upper lab in till the end of the block. When we will came back from the break we will create or story of how our super hero saves the day.

Important Links

• http://zagreb.ceesa.net/course/view.php?id=188


• http://www.ugo.com/games/superhero-generator-heromachine-2-5

Next Scribe is ............ Tamara!!!

Science Day/ Science Class 10 of February

Today we had Science Day/Normal Science Class!

We had a lot of fun showing little kids the experiments we did over the year and I think that they also enjoyed it. We had 1st Grade come in and then the 2nd Grade as well as 3rd Grade! The presentation was divided in four stations; Newton's Laws, Balloon Rocket Challenge, Friction Lab, and Class Blog!


Newton's Laws Station. The image shows Newton's First Law Inertia.














Balloon Rocket Challenge Station. The image shows how the Balloon Rocket can teach us about the Three Laws of Newton and why these laws are important to know in order to build a rocket.















Friction Station. The image shows how objects create friction when rubbing against each other.

















The Blog Station. This image shows a presenter at the blog station after a hard day's work, teaching about the importance of blogging!








The presentations and stations were taking place in rooms 303 and 302 (Mr.Lewis and Mrs.Lewis). The times of the presentations were at 9-10am and 17:00-18:30pm. The morning presentations were for 1st Grade, 2nd Grade, and 3rd Grade, while the afternoon ones were for the whole school including parents!



The students were divided into four groups that presented every challenge. The morning presentations had an extra presentation on our famous CLASS BLOG! The afternoon groups look like this:

1. Ghazaleh-Tamara-Davide
2. Jakub-Ben-Valentina
3. Karin-Nathan-Emilija
4. Courtney-Chiara-David

We all had a lot of fun! At least I did! We all had a chance to look at the 8th and 6th Grade Science Experiments and Projects!

In Class we talked a little about science day and then we looked over our vocabulary!

Momentum: The product of an objects mass and velocity.

Law of Conservation: The rule that in the absence of outside force the total momentum of objects that interact does not change.

Momentum= mass x velocity

Momentum= p
Mass= m
Velocity= v

Here is a link to Moodle:


Next Scriber is... Chiara!

The link does not work! I have no idea why!!

Tuesdays Science Class

On Tuesday we had a long class, which was an hour and thirty minutes. At the beginning of the class we got our blog rubrics back to see how well we did on our comment. We discussed our 7th grade blog, as well as the 8th graders blog. When we were finished discussing about the blogs, we then talked about SCIENCE DAY! Science day will be this Thursday, tomorrow, and there will be viewers all the way from teachers, to our parents friends coming. We will show our viewers some of the labs we worked on this past school year, including the lab we just did, the Balloon Rocket Challenge. On Tuesdays class we also talked about a new topic, to us, and it is called Momentum. We discussed Momentum, the Conservation of Momentum, the Collisions With Two Moving Objects, One Moving Object, and With Connected Objects.

• Momentum: is a characteristic of a moving object that is related to the mass and the velocity of the object.

• Momentum=Mass *(times) Velocity or P=M *(times) V
  

• More Mass= More Momentum

• More Velocity= More Momentum

• Momentum may be transferred from one object to another, but is not changed!

• Conservation of Momentum states that, in the absence of outside forces, the total momentum of objects does not change. The amount of momentum is the same before and after they interact.

• Collisions With Two Moving Objects= The impact of two moving objects

• Collisions With One Moving Object= The impact with one moving object

• Collisions With Connected Objects= The impact of connected objects

For homework, we have to answer the math sheet Ms. D. gave us at the end of class, and we have to finish writing the final design in the Balloon Rocket Challenge lab. At the bottom of the page there will be a link to moodle, in case anyone lost their homework sheet.

http://zagreb.ceesa.net/course/view.php?id=188

(The homework is the most recent thing on moodle, and will be highlighted in orange at the bottom of the page)

I hope you enjoyed reading my blog post, and hope that you learned something new!
Next Scriber is....Emilija!

Science Class - February 3rd, 2011

In Thursdays class we did the final tests of the Balloon Rocket Lab. In this lab we needed to design a balloon rocket that either went the farthest or went the fastest speed. Each group had their own design and each of these was tested three times. Each of the groups testings went well. Each group measured time (seconds), distance( meters) and calculated their rocket's average speed (m/s). To calculate speed you need to use the formula distance divided by time. You can see the version of the speed formula we use in Ms. D's class below. It tells you how to solve for distance, time or speed using the triangle method.

Every group used only one balloon, even though we were allowed to use two

in total. One group used 1.5 straws and the other three groups used 1 straw

each. The amount of tape also was different for every group. In my group we

used one straw and one balloon. Our rocket went an average distance of

19.65 m, in an average time of 7.56 s, which calculates to an average speed of

2.59 m/s. Our team didn't win, but we didn't lose either.

(Pictured here: Ben, Nathan, David)

This group win in the distance but it took them a lot of time

(pictured here: Tamara, Vale, Emilija)

This group that is my group won in speed

(Pictured here: Chiara,Jakub, Ghazaleh)

The way that we are suppose to finish this lab is to first finish finding the averages, the second step is that you have to have IV, DV, CV, UV and, the third one is that you have to draw a force diagram for are final balloon rocket (the final design). and the last three steps are the questions that was all. Thia are the questions:

1. 
   

1. 
   

1. Use Newton’s Three Laws of Motion to explain the motion of the balloon rocket from launch until it comes to a stop. All three must be mentioned and discussed. Keep in mind the scientific vocabulary you need to include in your writing!
2. If you had the opportunity to design your rocket one more time, what would you change and why?
3. NASA and the ESA are looking for new designs for rockets and space crafts in the future. Based on what you learned in this lab, what are some factors these two organizations need to keep in mind for their possible designs? Keep in mind Newton’s Three Laws and scientific vocabulary when answering this question.

You could use Moodle because you can find the lab sheet that include the grading sheet, the question.

Examples of Balloon Rockets check out this site because you can sea another design of rocket balloon.

http://www.scienceforamerica.com/technology-integration/lesson-rocket-balloon-variables.html This site talk about the variables of the this lab.

THE NEXT SCRIBER IS COURT!!!!!!!!