February 2009 Archives

The relationship between human input on a machine and the machine's output onto another object were introduced. Students were asked to identify the effort force, effort distance, resistance force, and resistance distance for three work scenarios.

The descriptions of solids and phase changes on the molecular level were introduced. Students constructed a manipulative showcasing the interactions between the the main phases of matter at standard temperature and pressure.

Students were asked to take the GaDoE checkpoint test for Physical Science.

CHGR12.2.docx
was reviewed. Forces of cohesion, adhesion, and the concept of surface tension of a fluid were discussed.

We finished defining the six simple machines by covering the inclined plane, the wedge, and the screw.
Students were asked to identify simple machines in drawings, and they were given a chart to fill in encompassing the sum of their knowledge of simple machines.
We will take a computer-based checkpoint test tomorrow.

Students took a pop quiz concerning the movement of particles and how this affects chemical processes.
Having been told, reminded, and cajoled about being ready for class, students were allowed to use any materials they had on their desktops, and were not allowed to use anything not on their desktops.
Students that are ready for class have the following items on their desktops:

• Something to write on (paper or notebook)
• Something to write with (pencils are preferable to pens)
• A calculator
• A periodic table
• Their book

Students drew and labeled the three classes of levers. We then measured and calculated the mechanical advantage of levers. The Wheel-and-Axle and the Pulley were also introduced, as well as their applications and their method of determining mechanical advantage.

Homework was checked, and the correct answers distributed.
We then explored the intermolecular forces that attract and repel the particles of a substance. How this affects the compressibility of gases, but not liquids, was discussed, and we finished by relating attractive and dispersive forces to the viscosity of fluids.

PSGR 5.1 was reviewed.
We defined simple and compound machines, and the basis for mechanical advantage.
We began defining the Six Simple Machines, beginning with the lever.
The three classes of lever were described, defined, drawn, and several examples were given.

Section 12.1

• Relation of particle motion to density, phase, and temperature.
• Graham's Law of Effusion for a single gas and comparing two gases.
• Pressure as defined by force per unit area.
• Units of pressure, including pascal, mmHg, torr, atmospheres
• Dalton's Law of Partial Pressure describing the total pressure of a gas being the sum of partial pressures of the constituent gasses.

Homework:
p. 405, #2
p. 409, #6, 7
p. 419, # 8, 10, 11, 12, 13

Students completed the Motion and Energy Test. Grades were surprisingly low. Recovery and scale options will be discussed on Monday, and the grades are entered into ParentConnect as of this afternoon.

Continuing work and power, students were asked to complete the following worksheet by Monday:
PSGR5.1.docx
With this worksheet to follow for Tuesday:

Papers were distributed and possible point recoveries for the Stoichiometry test were discussed.

Students were asked to re-read Chapter 12 for Monday...

A fire drill ruined our attempt to take the Motion and Energy test. We began the next topic, the four-letter word that teenagers are afraid to utter:
WORK.
We defined work and power, and how machines help us accomplish work.

Students attempted the Stoichiometry test. As several students did not finish, scoring will be adjusted.

Students were reminded of the test this Thursday. We covered a short outline of test topics and worked through some example problems.

Students were reminded of the test this Thursday. We covered a short outline of test topics, and worked through some example problems.

We solved the following problems from the book:

p. 102 # 1, 2, 3
p. 104 # 1, 2, 3, 4

We then used the equivalency of KE = PE to figure out...

p. 102 # 1 - how high did the baseball go?
p. 104 # 2 - how fast was the baseball going when it headed upwards?
p. 104 # 3 - how fast would the climber be going right before he hit if he slips and falls?

Students finished working on their PA, which is due tomorrow.

The concept of energy was covered, including its five common forms and the relationship between Kinetic Energy and Gravitational Potential Energy.

Students satisfactorily completed the worksheet:

PSif0029.bmp

Students continued to work on their PA. Unfortunately, the computer network was uncooperative until around 3rd period.

Students worked on their PA, and began working on the guided reading sheet for Chapter 12

CHGR12.1.docx

Students continued to work on their PA.
Due to computer problems, the PA is now due on February 11th.

Homework was reviewed, and the students completed the vocabulary checklist,
PSif0024.bmp, which introduced kinetic energy, the next class topic.

Students reviewed their answers (compared to mine) on the questions from Sections 3.1 and 3.2:
p. 74
# 2, 3, 4, 5, and show work on 6, 7
p. 82
# 2, 3, 5, and show work on 6, 7, 8 and draw 8

After these comparisons and my own exhortations, they worked on the Sec. Review for section 3.3, due tomorrow:
p. 88
# 2, 3, 4, 5
and show work on 6, 7

Today, the students took a quiz on Stoichiometry and turned in the Fe-Cu lab. Plans include working on their PA, which is due on the 9th of February.