Friday december 11 09

Friday we reviewed our homework (acceleration problems 3). The formula (with the exception of 8.a) for all of the problems was (sf-si)/t=a. the plug and chug follow.

1. (1.3cm/s-0cm/s)/100.75=0.01cm/s/s
   
2. (142km/h-0km/h)/0.0009=157,777.78km/h/h)
3. (287.6km/h-0km/h)/0.003h=95866.67
   
4. (om/s-32.7m/s)/143.7s=-0.23m/s/s
   
5. (41.5km/h-0kkm/h)/0.058=715.517km/h/h
   
6. (2.4m/s-7.9m/s)/-3.65m/s/s=1.51s
   
7. 9.8m/s/sx2.7s+0m/s=26.46m/s
8. A)s=d/t____40km/2.3h=17.39km/h

B) (17.39km/h-0km/h)/0.51h=34.1km/h/h
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After that we did a little bit of work on our acceleration/deceleration lab by posting our results on a Google dock sent to us by Ms.D a week or so ago

Reminders!!!!!!!!!!!!!!!!!
QUIZ ON TUESDAY
LAB DUE THURSDAY

• Directions for lab on your data sheet
• Study for the quiz using moodle
• 50%+ on math
• Study with Ms.D Monday during lunch

The next scribe is Vance

Science Day!

Today is Science Day!
We had a 3-2-1 Pop! lab with paper rockets, a blog center, our laptop center and a ramp where we find the speed of a ball.
We'll keep you updated!
7th grade Science class!

On Tuesday we went over homework. Then we worked on our SCIENCE DAY projects. Some people are working on a Prezi, and some people on a ramp. My group worked on a spaceship project. We are going to measure the distance and time of the spaceship and then find out its speed!


Get Ready People! Science day is TOMORROW!!

The Next Scribe is.............. BRYCE!! You get to do SCIENCE DAY!!

On Thursday we had science day from 9 to 10. We had grade 1 and grade 2 coming in. They liked the ramp and the pop lab but the blog and prezis about speed and acceleration were a bit confusing. In the evning our parents come in. We showed them our blog and prezis. We also showes them our indiviual presentations.

Friday, December 4

Hello 7th graders! Last Friday, we reviewed our acceleration math sheets. This was split into two parts. The front was easier questions, while the back was harder questions, with conversions and finding velocity or time. One example of an "easy" question was "A three toed sloth is moving at a speed of 2m/min. It takes 30 min to increase its speed to 15m/min. What is the sloth's rate of acceleration." First you needed the formula, which was acceleration=final velocity-original velocity/time or a=sf-si/t. Next, the plug. a=15m/min-2m/min/30 min. The answer is 0.43 m/min. The "hard" questions on the back were similar, apart from the fact that you needed to convert or that you needed to find something apart from acceleration. Something that may help you is this triangle, similar to the one from before.

The next scribe is Noam.

Hello 7th graders! I want to start the post with a picture of us today (because we were outside in the freezing cold).











Today we started the class with the checking of our homework. The homework was a sheet of paper with acceleration problems. A type of an acceleration problem (and the answer) would look like this:

A cyclist began from a rest point at the top of the hill, then he starts downward and reaches the bottom with a speed of 50m/s in 20s. What was the acceleration of the cyclist? The problem would be solved like this:

Formula: acceleration = (Final velocity-Initial Velocity) /time

Plug: acceleration = (50m/s - 0m/s) / 20s

Chug: acceleration = 2.5 m/s/s or 2.5 mps 2(the two shows that "s" is squared)
or 2.5m/s 2(the two shows that "s" is squared)




After this we worked on a lab called Acceleration/Deceleration Testing". We first went outside into the main courtyard where we tested our capability of timing and the exactity of the timing. After several minutes of trying we were good enough. After this, we went outside and we arranged the whole class in a line at one meter intervals. There we each took our stopwatches and measured the exact time it took the ball to reach each one of us from the starting point. A very smart idea was using the gutter which had the sides tilted and that way the ball didn't follow another path. We measured 3 different kinds of balls, a ping pong ball, a tennis ball and a soccer ball. I, for example stayed at the four meters mark and collected the following data:

• ping pong ball: distance= 4 meters, time= 2.83 seconds, therefore speed= 1.41 mps
• tennis ball: distance= 4 meters, time=2.23 seconds, therefore speed=1.79 mps
• soccer ball: distance=4 meters, time =2.43 seconds, therefore speed=1.64 mps

For homework we reiceved the task of calculating the average speed of the time it took the three balls to reach us and also the speed of the three balls.





I also choose a movie about a peculiar Mr. Willard that might help you guys with the accleration problems. It's also kinda cool because it uses Ms. D's symbol for change (the triangle). These two movies were (in my opinion) clearl and understandable.

Before you comment look at the movies please

Next scribe is Alix

"http://www.youtube.com/watch?v=WFMdmMXS4Co"

My fabulous blog.

First this class Mrs D told us how to do a right conclusion.

You need Distance, time and speed in your conclusion.

Your errors must be something that affects your data.

Mention +, - or no correlation in your conclusion.



After that Mrs D lectured us on Acceleration.

Acceleration is not speeding up. It is the change in velocity. (speed increasing, decreasing and changing direction.)

Increasing acceleration is positive acceleration while deceleration is negative acceleration.

An example of changing direction in acceleration is circular motion. Examples of circular motion is a ferris wheel or a satellite.

A geosynconised satellite is a satellite that is always above one point on what it is rotating about.

Math in acceleration.

m/s/s is the unit for acceleration.

The Formula for speed is Final speed - Initial speed/Time

a sample calculation of working out acceleration is...

Formula: F - S / T = a Plug: 10m - 0m / 10s Chug: 1m/1s/1s You can not have m/s/m

The Next Scribe Poster is !?@# Cip

Completing the Lab and Correcting Homework

In science class on Tuesday, the first thing we did was correct our homework (the speed problems sheet #2). The answers to it were:

1. Formula: s=d/tPlug: s=367km/8h
   Chug: s=45.88 km/h
2. Formula: s=d/t
   Plug: s=113.45m/4.7h
   Chug: s=24.14 m/h
3. Formula: d=s*t
   Plug: d=31 m/s*25 s
   Chug: d=775 m
4. Formula: d=s*t
   Plug: d=303 km/h*5.5 h
   Chug: d=1666.5 km
5. Formula: t=d/s
   Plug: t=5832 km/913 kmph
   Chug: t=6.39 h
   *** We had to convert: 5,832,000 m = 5,832 km
6. Formula: d=s*t
   Plug: d=15,120s*6.8 m/s
   Chug: d=102,816 m (1028.16 km)
   ***We had to convert: 4.2h=15,120 s

We completed the Bean Bag lab by answering the following questions:

1. Write an answer to the purpose question: "How does the distance an object is dropped affect the time it takes the object to fall?"
2. Make a list of the data from this experiment that supports your answer to #1. In other words, make a list of the data that will convince Ms. D you are right.
3. Make a list of scientific facts/theories/explanations that support or explain your answer to #1. (Hint - your textbook or Google doc may help!)
4. Describe what is happening on your graph. Be sure to use scientific vocabulary and numbers to support what you are writing! (5 sentences min.)
5. What are four specific errors you might have made in this lab?

We made line graphs, and we also talked about positive and negative correlation, and about how distance affects time in our lab.

• Positive correlation is when the x axis of a graph increases, and the y axis also increases.
• Negative correlation is when the x axis increases but the y axis decreases.
• No correlation is when there is no pattern at all. (scatter plot)

We figured out that our line graph should have a positive correlation. We started talking a little bit about acceleration, which is our next step in motion and our only homework for the break is to read pages 22-27 in our textbook.

The next scribe is...

JAMES!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

HAPPY

THANKSGIVING!!!!!!!

(Video made by me)

Thursday , 19.11.09 and Friday, 20.11.09

Ms.D also went over some math with us explaining possible and impossible things that could happen and that couldn't happen. The things that were explained are in the pictures below.

On Thursday in class we went over out homework. Our homework was a sheet of speed problems. Here's an example of what a speed problem looks like :

• Question:An Opel car travels 736 km in 8 hours. What is the speed of the car during that time?
• Answer: formula-distance/time=speed(rate) plug- s=736km/8h chug-s=92kmph

Ms.D also went over some math with us explaining possible and impossible things that could happen and that couldn't happen. The things that were explained are in the pictures above.

In class we started our new lab!

On Friday in class we finished up our bean bag lab and for homework we got another speed practice sheet

THE NEXT SCRIBE WILL BE......

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VIKTOR!! =]

http://www.youtube.com/watch?v=DYW50F42ss8&feature=related

Really Cool Song!

Science Class on the 17th of Nov. 2009

Today in class we did more laptop work. The laptop work included:

• Class notes on google docs. Ms. D. says you may replace this for handwritten notes if you want to. You don't have to if you don't want to. The class notes look like this:
• Another subject we covered in class was the definition words that have to do with motion. Hear they are copied off google docs:
• Motion: the state in which an object's distance from its reference point is changing. Motion is determined by a reference point.
• Reference Point: An object or place that is used to compare if something is moving or not. The Reference Point should not be moving.
• Instantaneous speed: The speed an object is moving when given a certain amount of time.
• Velocity: The speed of an object in a certain direction. ex. 158km/13hrs. North
• Speed: How fast something travels per unit of time. To find out the speed you must divide distance by the time given. (s=d/t) kmph, m
• Average Speed: Two points on graph. Total distance divided by time is how you find the average speed. The points are start to end point. (not always accurate)
• We also covered math problems using formula, plug, and chug. Unit of distance/secs, km, or meters
• The homework for todays class was to look at the bog which you are doing if you see this. The other assignment are to do the speed math sheet problems.
• The next scribe is Laura.

Technology in Science...

It didn't matter that it was Friday the 13th in Science since we got to try out the new

STUDENT LAPTOPS!

Below is a very fuzzy jing picture about them. Sorry about that-Blogger won't let me make it any bigger.





Before playing with the laptops we were put into groups:
Group T-Viktor, Erik, Antonia and Fabi
Group S-Reza, Cip, Emilie and Noam
Group D-Bryce, Vance, Iva and Gio
Group R-Laura, Alix, James and Kat

Then we each went onto our Gmail accounts and accepted the invitation from Ms.D to be part of a Google Doc.
Each group had to write a definition for the following terms: Motion, Reference Point, Speed, Average Speed, Instantaneous Speed, Velocity, and Slope.
For homework, we each had to write other notes from the chapter.
Here's the link to the document: http://docs.google.com/Doc?docid=0AaRpn_hKWFmNZGhrZnFxZ3JfMWZmZ2Rrc3Rj&hl=en&pli=1

Answers to Wednesday's homework:

IV: 1. Time=5 seconds
2. Distance=5 meters
DV: 1. Distance in 5 seconds at normal, fast and slow pace
2. Time to walk 5 meters at normal, fast and slow pace
CV: testers, meter sticks, time-keeping people, stopwatch/timer, hallway, measuring at the
heel, same starting line
UV: walking in a straight line, not consistent speed, time-keeper, misreading meter stick, people
in the way, unable to stop,
IV stand for Independent Variable, DV stands for Dependent Variable, CV for Controlled Variable and UV, for, yes, you guessed it, Uncontrolled Variable. A UV is basically an error while a CV is something you try to keep the same.
Answer to the question:
"What could we learn if we could see every one's data?"
We could learn: that no one has the same data, who can walk the farthest, least far, fastest, slowest, average of all the data of 7th grade, distance and speed ratios for all the 7th graders.

THE NEXT SCRIBE IS GOING TO BE.......
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REZA!

Test Run During Class

This is where I would write my Scribe Post.

Scribes of 7th Grade

Gio               Antonia               Vance               Iva
Laura            Bryce                  Viktor              Erik             
Noam            Emilie                 Alix                Reza             
Fabi              Cip                      James              Kat

Blogging in 7th Grade Science

November 3rd, 2009
Welcome to the first-ever Blog of 7th Grade Science in Ms. D.'s Class. Each day one student from the class will need to visit the blog and write a summary of what was covered in class (they are the Scribe of the Day), except for those days we have tests or something unrelated to the subject at hand. The Scribe of the day will be responsible for setting up links if we take notes using Google Docs, uploading pictures that are appropriate or showing information about or related to what we are covering. An entry should be helpful to any member of the class who is absent for the day or interesting to folks just reading along to see what we are up to. Be creative, include fun applications that are relevant or helpful and include your own personal flair (font color, font style, pictures, quotes from class or about the science we are covering, animations, jing, vokis, sound, etc.). BUT remember the content of the class takes priority to everything! This will be graded and scribes will be chosen by other scribes.  Specific directions and requirements will be posted on Moodle. Good Luck and Happy Blogging!