Changes and Forces

Learning Target: 

• I can use evidence and reasoning to answer questions.

HOWLs Target:

• I participate in my classroom and community.

Agenda

• Warm-up: PRETTY PICTURE LAST WARM-UP (2min)
• What is the difference between chemical changes and physical changes?
• 
• Overall Winner Lorenz Holder captured this image of BMX Pro Rider Senad Grosic on a bridge in Gablenz, Germany. Holder: "Senad and I were on the way to a different location early in the morning when we passed this scenic spot. We saw a sign from the street and I had some pictures in mind that I’d seen from this bridge on the internet. When we got there the sun was just above the trees and it was lighting up the full color-spectrum of the autumn leaves in a very soft way. I’d chosen a very low camera position to get an almost perfect mirrored scene on the water surface. The bridge looked like a perfect circle and the light was still very good. When Senad was on the bridge, it took us two or three tries to get the shot. There was also no more time for another try because the wind came up and the perfect reflection on the water was gone." # © Lorenz Holder / Red Bull Illume
• How will we be able to tell if the soda and Mentos reaction is a chemical change or a physical change?
• soda and Mentos
• Why does a rocket go up?
• pump rocket
• film canister rocket

Homework:

• go forth and do great and kind deeds

Waves Day 2

Learning Target: 

• I can describe Electromagnetic (EM) waves.

HOWLs Target:

• I ask questions to deepen my understanding.

Agenda

• Warm-up: SOUND, OCEAN, and ELECTROMAGNETIC (2min)
• What causes a sound wave?
• What causes an ocean wave?
• What causes an electromagnetic wave
• Electromagnetic spectrum
• in a nutshell
• crash course
• kahoot

Homework:

• Wind turbine energy transfer project due June 14

Waves

Learning Target: 

• I can describe the parts of a wave.

HOWLs Target:

• I ask questions to deepen my understanding.

Agenda

• Warm-up: HELLO (2min)
• What is a wave?
• kahoot
• parts of a wave
• wavelength
• amplitude
• frequency (not really a part but important)
• Electromagnetic spectrum

Homework:

• Wind turbine energy transfer project due June 14

Work and Play

Learning Target: 

• I can describe the transfer of energy through a wind turbine.

HOWLs Target:

• I keep working until the task is complete.

Agenda

• final assessment
• meeting
• identify and describe energy transfers through the wind turbine system
• The ______________ energy in the _________ changes to ____________ energy in the _______________.
• identify and describe lost energy
• explain how the wind turbine relates to the Law of Conservation of Energy
• exceeding
• identify the input form of energy and the output form of energy
• describe how the generator in a wind turbine produces an electric current (required vocabulary: magnetic field, electric current)

• electric generator/motor


• CK-12 Generators and Magnets
• answer 3 review questions in notebook
• What is Color?
• playtime with spectroscopes
• How We See Color
• Is Light a Particle or a Wave?

Homework:

• none

Final Assessment

Learning Target: 

• I can describe the transfer of energy through a wind turbine.

HOWLs Target:

• I keep working until the task is complete.

Agenda

• Warm-up: PRETTY OLD PICTURE FRIDAY (2min)
• What is this a picture of?
• 
• After its closure, Zwevegem Electric Power Plant became a museum for the electricity company. New management decided however to close the museum and to destroy the plant and develop the land. Luckily, it has now been saved and restoration is under progress

• final assessment
• meeting
• identify and describe energy transfers through the wind turbine system
• The ______________ energy in the _________ changes to ____________ energy in the _______________.
• identify and describe lost energy
• explain how the wind turbine relates to the Law of Conservation of Energy
• exceeding
• identify the input form of energy and the output form of energy
• describe how the generator in a wind turbine produces an electric current (required vocabulary: magnetic field, electric current)

• electric generator/motor


• CK-12 Generators and Magnets
• answer 3 review questions in notebook
• minutephysics videos on light

Homework:

• none

Reflection and Forward

Learning Target: 

• I can modify my thinking using data and examples of successful blade designs

HOWLs Target:

• I can self-assess to improve.

Agenda

• HOWLS self-assess
• I cooperate with others.
• I take initiative for my learning.
• I keep working until the task is complete.

• compare to control
• how can you alter your design to improve
• collect 4 pieces of evidence

• original plan
• sample blade
• collected data
• highlight highest average voltage
• plan for revision

• electric generator/motor


• CK-12 Generators and Magnets
• answer 3 review questions in notebook

Homework:

• none

Revisions

Learning Target: 

• I can test to determine the electrical output of my blade design.

HOWLs Target:

• I ask questions to deepen my understanding.

Agenda

• compare to control

• how can you alter your design to improve
• collect 4 pieces of evidence
• original plan
• sample blade
• collected data
• highlight highest average voltage
• plan for revision
• electric generator/motor


• CK-12 Generators and Magnets
• answer 3 review questions in notebook

Homework:

• none

Building But Mostly Testing

Learning Target: 

• I can test to determine the electrical output of my blade design.

HOWLs Target:

• I ask questions to deepen my understanding.

Agenda

• Testing expectations
• 1. only testing group at station
• 2. all members at testing
• 3. be consistent
• 4. pay attention to details

• Testing
• while waiting for a chance to test watch: The Boy Who Harnessed the Wind
• compare to control
• how can you alter your design to improve
• collect 3 pieces of evidence
• original plan
• sample blade
• collected data
• electric generator/motor


• CK-12 Generators and Magnets

Homework:

• none

Building and Testing

Learning Target: 

• I can test to determine the electrical output of my blade design.

HOWLs Target:

• I ask questions to deepen my understanding.

Agenda

• Testing expectations
• 1. only testing group at station
• 2. all members at testing
• 3. be consistent
• 4. pay attention to details
• a. 1 meter from fan
• b.
• c.
• d.

• Testing
• while waiting for a chance to test watch: The Boy Who Harnessed the Wind
• 
  

Homework:

• none

Wings and Building

Learning Target: 

• I can build a set of blades that are the same.

HOWLs Target:

• I cooperate with others.
• I treat all property with care.

Agenda

• Warm-up: WINGS
• How do birds fly?
• 
• A blue heron flies over Monksville Reservoir on Sunday, May 21, 2017, in Hewitt, New Jersey. #
  Julio Cortez / AP

• How Bird Wings Work (Compared to Airplane Wings) - Smarter Every Day 62
• Design blades that use the ideas from your research
• Choosing and building your blades
• Before getting materials, you need to have a completed drawing with explanation.

Homework:

• none

Building #2

Learning Target: 

• I can build a set of blades that are the same.

HOWLs Target:

• I cooperate with others.
• I treat all property with care.

Agenda

• Warm-up: CLOSE OR FAR OUT
• Does it matter how close to the hub the blades are?

• Design blades that use the ideas from your research
• Choosing and building your blades
• Before getting materials, you need to have a completed drawing with explanation.

Homework:

• none