SPV 2/25 and NF 2/26

After reading the following web pages, complete the assignment below.
http://www.visionlearning.com/library/module_viewer.php?mid=120
http://www.chem4kids.com/files/matter_changes.html
http://www.chem4kids.com/files/matter_changes2.html

  • Create a google drawing of the states of matter and their phase changes (ignore plasma for phase changes).
    • Make sure you have a real picture of water in each state of matter
    • Draw a sample of how the particles move in each state
    • Describe the particle motion for each phase
  • Create a graph on the same drawing that shows how the temperature changes water goes from a solid to a gas.




NF 1/30 and SPV 1/31

NFDMS 10/11

For the element that you have been assigned, you will be editing a page on the "Periodic Table" wiki that I have created. On the table, click on your element and then copy and paste the information below. Then, replace the italicized sections with the information relevant to your element. I have done Xe (found here) for you as an example. If you need help figuring out what any of the sections are talking about, please go to the Periodic Table Help Page

Atomic Number – Your Name
Element Symbol
Element Name
Atomic Mass (2 decimals)

# Electrons
# Protons
# Neutrons

Metal, Semi-metal, or Non-metal (Metalloid)?

Period: Number
Group: Number
Group Name

# Valence Shell Electrons

Dot Structure
. .
: ? :
. .

Charge: ?


NF 10/30 & SPV 10/31

Your main assignment is to explain WHY the ball and cart move the way that they do in the following four signature motions. The questions below are to help guide your thinking as you are conducting your investigation.

  1. Speeding up: What happens to the ball when the cart speeds up, either from a stop or from a slower constant speed? Can you make the cart accelerate rapidly? Gradually? Do different things happen to the ball in these cases? Where does the ball move with respect to the table?
  2. Slowing down: What happens to the ball when the cart slows down from moving at a constant speed? Can you make the cart slow down rapidly? Gradually? Do different things happen to the ball in these two cases? Where does the ball move with respect to the table?
  3. Constant speed: What happens to the ball when the cart is moving at a constant speed? What happens if the cart is moving slowly? More quickly? (Note: You may need to hold the ball on the cart until you achieve the constant speed.) Where does the ball move with respect to the table?
  4. Crash: Crash your cart into a wall or something else that won't move, such as a pile of books. Try crashing the cart when it is moving at a low speed and a high speed, and see if there is any difference in what happens to the ball. Where does the ball move with respect to the table?


NF 10/26 and SPV 10/29

These are focusing on how objects act when only acted on by gravity. We are not interested in what happens when other forces are added.

"Dropping the ball"
The following questions are all related to dropping a pen/pencil from about shoulder high.
1. What happens when you drop the pen/pencil?
2. Does it drop at a constant speed, or is it accelerating?
3. Why does the pen/pencil fall when it is dropped?
4. Is there any way to make the pen/pencil fall faster when it is dropped? (If yes, how? If no, why?)
5. What forces are acting on the pen/pencil as it is dropped? (List more than one)

"What goes up, must come down"
The following questions are all related to tossing a pen/pencil up in the air 3-4 feet
6. When you throw a pen/pencil up in the air, what happens?
7. What makes it go up?
8. Why does it stop and come back down?
9. Once the pen/pencil goes up and then stops, how does its motion differ from "dropping the ball"?
10. Does gravity pull the pen/pencil down, or push it down? Why do you say that?


NF 10/8 & SPV 10/9

Explore the animation below and write down (on a separate sheet of paper) how long it would take to travel to each place using each mode of transportation. There are 5 destinations and 5 modes of transportation, so you should have 25 notes when you are done.

Given the information that you just gathered, answer the following questions as completely as you can.

1. After seeing this, why is it important for us to take care of our planet? Where else can we go?
2. How does this information affect our ability to observe our universe?
3. With our local solar system being as large as it is, how does this affect how much we can know about distant objects?
4. If the closest star to us is over 4 light years away, what is in between us? What does this tell us about the rest of the universe?




NF 9/20 & SPV 9/21

Astronomy Quiz

Quiz corrections - If you earned less than a 70% on the quiz, you can earn up to a 70% by completing the following assignment.
Write a 4 paragraph (5 sentences that are connected to a central theme) essay that covers the following topics
- Gravity and it's roll in forming the universe
- Galaxies, what they are made of and what shapes they can take
- The measurement units that we use for the solar system and the rest of the universe
- The composition of planets, asteroids, and comets.


NF 9/14 & SPV 9/15

Follow the link below and explore the resources. These resources and your concept map are going to be the best places to study for your quiz.

Symbaloo - Astronomy

I have also shared a document with you that has the standards for Astronomy to guide what you should be looking for in these resources



NF 9/12 & SPV 9/13

Add 20+ connections to your concept map. Remember that connections are lines that connect two ideas to create complete thoughts. See the example below.

Example Concept Map.jpg
Example Concept Map.jpg




SPV 9/11

Sub Day - Notes and section review on chapter 12 lesson 2



SPV 9/7 & NF 9/10

  • Rank all of the words in your parking lot in order of importance.
  • Go to bubbl.us and create an account.
  • Name your sheet "Last, First - Astronomy".
  • Click "Save".
  • Click the downward arrow next to the "Sharing" button.
  • Click "Read Only Link to Sheet".
  • Copy the web address given.
  • Paste this web address into your parking lot.
  • Add all of the words in your parking lot to your concept map with the most important words at the top and less important words at the bottom.
  • Be sure to save before you exit.



SPV 9/5 & NF 9/6

Searching the textbook, websites, videos, etc., collect at least 20 words that are directly connected with your body system. You should find all the parts of your body system, but your focus should be on what the function of your system is. Look for words that describe what it does and how it does it. Add these words to a google document titled "Last, First - Parking Lot" and share it with me.



SPV 8/31 & NF 9/4

Learning the basics of the concept mapping skill.