5- Science 8 (23-24) Assignments
- Instructor
- Sandra Quiring
- Term
- 2023-2024 School Year
- Department
- Science
Upcoming Assignments
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Please use the below link to connect your Google Classroom account to your Realize Account.
Past Assignments
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This is to ensure that you've read through the packet and understand the expectations/requirements. You can work on this with your group, but each group member should submit a completed Google doc.
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4/15- Did you get your Rube contract signed? If so, say 'yes' and turn it in. If no, tell me how you will remember to get it signed by Weds!
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This is to ensure that you've read through the packet and understand the expectations/requirements. You can work on this with your group, but each group member should submit a completed Google doc.
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4/15- Did you get your Rube contract signed? If so, say 'yes' and turn it in. If no, tell me how you will remember to get it signed by Weds!
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This is to ensure that you've read through the packet and understand the expectations/requirements. You can work on this with your group, but each group member should submit a completed Google doc.
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This will be done in pairs (or groups of 3 as assigned). Please submit a digital copy to this assignment or a physical copy in person. This will be a product assignment. You can share the graphic organizer with your partner and submit 1 per group, however you all need to contribute to it.
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This will be done in pairs (or groups of 3 as assigned). Please submit a digital copy to this assignment or a physical copy in person. This will be a product assignment. You can share the graphic organizer with your partner and submit 1 per group, however you all need to contribute to it.
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This will be done in pairs (or groups of 3 as assigned). Please submit a digital copy to this assignment or a physical copy in person. This will be a product assignment. You can share the graphic organizer with your partner and submit 1 per group, however you all need to contribute to it.
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4/1- Define the term "synthetic material" AND give an example of a synthetic material. (this is from T9L3)
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4/1- Define the term "synthetic material" AND give an example of a synthetic material. (this is from T9L3)
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4/1- Define the term "synthetic material" AND give an example of a synthetic material. (this is from T9L3)
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4/1- Define the term "synthetic material" AND give an example of a synthetic material. (this is from T9L3)
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Please complete this Google form to tell me who you prefer to be paired with for this project. If you have no preference, say that.
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Please complete this Google form to tell me who you prefer to be paired with for this project. If you have no preference, say that.
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Please complete this Google form to tell me who you prefer to be paired with for this project. If you have no preference, say that.
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When you are done, take a screenshot and add it to this assignment.Â
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When you are done, take a screenshot and add it to this assignment.Â
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When you are done, take a screenshot and add it to this assignment.Â
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Use this simulation to complete the worksheet you receive in class. If you are absent, get a copy of the worksheet, and use the simulation to complete it.
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Use this simulation to complete the worksheet you receive in class. If you are absent, get a copy of the worksheet, and use the simulation to complete it.
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Use this simulation to complete the worksheet you receive in class. If you are absent, get a copy of the worksheet, and use the simulation to complete it.
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3/25- What is the difference between an open and a closed system? (This is from your WB reading, so if you aren't sure, look at T9L2)
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Log in to Gizmo through clever. Use the simulation to answer the questions in this google doc.
Complete activity A and B. If you didn't complete activity C, that is okay.Â
Complete activity A and B. If you didn't complete activity C, that is okay.Â
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Log in to Gizmo through clever. Use the simulation to answer the questions in this google doc.
Complete activity A and B. If you didn't complete activity C, that is okay.Â
Complete activity A and B. If you didn't complete activity C, that is okay.Â
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Log in to Gizmo through clever. Use the simulation to answer the questions in this google doc.
Complete activity A and B. If you didn't complete activity C, that is okay.Â
Complete activity A and B. If you didn't complete activity C, that is okay.Â
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Your special effects company has been invited to present a scene to a director who is getting ready to film a big-budget action movie. The director wants to check out the capabilities of your effects team.
Your group's challenge is to develop a scene that uses some amazing special effects. You will write the script, including any dialogue and stage directions. You also will create storyboards for your scene that show the action and effects you will use.
At least two special effects must involve physical changes in the substances you use. At least two special effects must involve chemical changes in the substances you use.
Each member of your group will submit 1 panel (cell) of the storyboard. They should make sense and create a clear, cohesive scene when placed in order.
****Please complete the rough draft on pg. 74 of your notebook before working on the final draft.
***On the back of your panel, please write your name (1st and last), class period, and which number your panel is in order (ex. 1 of 4)
Your group's challenge is to develop a scene that uses some amazing special effects. You will write the script, including any dialogue and stage directions. You also will create storyboards for your scene that show the action and effects you will use.
At least two special effects must involve physical changes in the substances you use. At least two special effects must involve chemical changes in the substances you use.
Each member of your group will submit 1 panel (cell) of the storyboard. They should make sense and create a clear, cohesive scene when placed in order.
****Please complete the rough draft on pg. 74 of your notebook before working on the final draft.
***On the back of your panel, please write your name (1st and last), class period, and which number your panel is in order (ex. 1 of 4)
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If you were absent, get a copy in class and complete it.
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If you were absent, please get a worksheet in class, complete it, and glue it into your notebook.
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If you were absent, please get a worksheet in class, complete it, and glue it into your notebook.
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Your special effects company has been invited to present a scene to a director who is getting ready to film a big-budget action movie. The director wants to check out the capabilities of your effects team.
Your group's challenge is to develop a scene that uses some amazing special effects. You will write the script, including any dialogue and stage directions. You also will create storyboards for your scene that show the action and effects you will use.
At least two special effects must involve physical changes in the substances you use. At least two special effects must involve chemical changes in the substances you use.
Each member of your group will submit 1 panel (cell) of the storyboard. They should make sense and create a clear, cohesive scene when placed in order.
****Please complete the rough draft on pg. 74 of your notebook before working on the final draft.
***On the back of your panel, please write your name (1st and last), class period, and which number your panel is in order (ex. 1 of 4)
Your group's challenge is to develop a scene that uses some amazing special effects. You will write the script, including any dialogue and stage directions. You also will create storyboards for your scene that show the action and effects you will use.
At least two special effects must involve physical changes in the substances you use. At least two special effects must involve chemical changes in the substances you use.
Each member of your group will submit 1 panel (cell) of the storyboard. They should make sense and create a clear, cohesive scene when placed in order.
****Please complete the rough draft on pg. 74 of your notebook before working on the final draft.
***On the back of your panel, please write your name (1st and last), class period, and which number your panel is in order (ex. 1 of 4)
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3/6- Look at the photo on the agenda. Do you think this happened through a chemical or physical change? Explain.
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3/6- Look at the photo on the agenda. Do you think this happened through a chemical or physical change? Explain.
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3/6- Look at the photo on the agenda. Do you think this happened through a chemical or physical change? Explain.
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3/6- Look at the photo on the agenda. Do you think this happened through a chemical or physical change? Explain.
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Log in to Gizmos through Clever to access the Molecule Builder simulation. Use that to complete this activity. Also, take the quiz in Gizmos.Â
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Log in to Gizmos through Clever to access the Molecule Builder simulation. Use that to complete this activity. Also, take the quiz in Gizmos.Â
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Log in to Gizmos through Clever to access the Molecule Builder simulation. Use that to complete this activity. Also, take the quiz in Gizmos.Â
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Log in to Gizmos through Clever to access the Molecule Builder simulation. Use that to complete this activity. Also, take the quiz in Gizmos.Â
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2/29- Watch the video played in class. List the items dropped into the cup in order from most dense to least dense.
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2/29- Watch the video played in class. List the items dropped into the cup in order from most dense to least dense.
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2/29- Watch the video played in class. List the items dropped into the cup in order from most dense to least dense.
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*This should be completed by everyone, not just 1 per group.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
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*This should be completed by everyone, not just 1 per group.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
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1 person per group should make a copy of this slide deck, and then share it with all of your group members. When you're done, 1 person can submit the slide deck, and everyone else should leave a comment saying who submitted it.
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*This should be completed by everyone, not just 1 per group.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
Use this rubric to guide your work.
After your slide deck is complete, read through it and evaluate where your group falls in each category. Highlight which section you fall into. If you feel that your group's slide deck is exceeding standard, explain why.
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1 person per group should make a copy of this slide deck, and then share it with all of your group members. When you're done, 1 person can submit the slide deck, and everyone else should leave a comment saying who submitted it.
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1 person per group should make a copy of this slide deck, and then share it with all of your group members. When you're done, 1 person can submit the slide deck, and everyone else should leave a comment saying who submitted it.
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2/8- Please look at the photo on the agenda. What do you think is a possible title of the song that this music video was for?
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You should complete this with your group, and everyone needs to turn in their own copy.
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You should complete this with your group, and everyone needs to turn in their own copy.
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2/7- Watch the video played on the screen, then answer the following: - What happens to the molecules inside the balloons when they are placed in the liquid nitrogen? - What happens to the molecules inside the balloons when they are removed?
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2/7- Watch the video played on the screen, then answer the following: - What happens to the molecules inside the balloons when they are placed in the liquid nitrogen? - What happens to the molecules inside the balloons when they are removed?
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2/7- Watch the video played on the screen, then answer the following: - What happens to the molecules inside the balloons when they are placed in the liquid nitrogen? - What happens to the molecules inside the balloons when they are removed?
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2/7- Watch the video played on the screen, then answer the following: - What happens to the molecules inside the balloons when they are placed in the liquid nitrogen? - What happens to the molecules inside the balloons when they are removed?
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https://docs.google.com/forms/d/e/1FAIpQLSezm8uvA05_SC_jLf6I7Tnq54dkFd_1Vw8C9BUvhvQjJEA3PA/viewform?usp=sf_link
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https://docs.google.com/forms/d/e/1FAIpQLSezm8uvA05_SC_jLf6I7Tnq54dkFd_1Vw8C9BUvhvQjJEA3PA/viewform?usp=sf_link
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https://docs.google.com/forms/d/e/1FAIpQLSezm8uvA05_SC_jLf6I7Tnq54dkFd_1Vw8C9BUvhvQjJEA3PA/viewform?usp=sf_link
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**You will have class time to finish the CER.
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**You will have class time to finish the CER.
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**Bold academic vocab terms.
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** Don't look anything up, just answer it based on what you think
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This goes along with a worksheet that you will complete in class.
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This goes along with a worksheet that you will complete in class.
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This goes along with a worksheet that you will complete in class.
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1. Glue the worksheet that you receive in class as a flap on pg. 66 of your notebooks with the Venn diagram face up.
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
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1. Glue the worksheet that you receive in class as a flap on pg. 66 of your notebooks with the Venn diagram face up.
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
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1. Glue the worksheet that you receive in class as a flap on pg. 66 of your notebooks with the Venn diagram face up.
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
2. Go to the attached website. Click 'launch'.
3. Read through the simulation. To navigate through, click 'next' and 'previous' at the bottom corners.Â
4. Use the simulation to fill out the Venn diagram to compare and contrast conduction, convection, and radiation. Be sure to include:
Definition/general info
How the sun warms Earth through each process
How thermal energy is transmitted by a campfire
Staying cool on a hot day
Solar energy in your home
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1/29- If you have a hot coffee in a thermos with vacuum insulation, heat transfer through conduction and convection is reduced/minimal. Why is heat transfer through radiation still a concern?
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1/29- If you have a hot coffee in a thermos with vacuum insulation, heat transfer through conduction and convection is reduced/minimal. Why is heat transfer through radiation still a concern?
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1/29- If you have a hot coffee in a thermos with vacuum insulation, heat transfer through conduction and convection is reduced/minimal. Why is heat transfer through radiation still a concern?
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1/29- If you have a hot coffee in a thermos with vacuum insulation, heat transfer through conduction and convection is reduced/minimal. Why is heat transfer through radiation still a concern?
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Watch the movie and answer the pause point questions.Â
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Watch the movie and answer the pause point questions.Â
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Complete this doc. Draw and label your prototype on pg. 62 of your notebook. Get approval before you start building.
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Complete this doc. Draw and label your prototype on pg. 62 of your notebook. Get approval before you start building.
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1/22- What is convection? Give me an example. (If you aren't sure, look at your notes on pg. 60 of your notebook. You can also look at pg. 87 of your workbook.)
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1/22- What is convection? Give me an example. (If you aren't sure, look at your notes on pg. 60 of your notebook. You can also look at pg. 87 of your workbook.)
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1/18- In your own words, how would you describe the difference between a solid, a liquid, and a gas? (don't just say their state or phase)
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Since we are in the middle of winter, let’s remember what an extremely hot day feels like.Â
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
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Since we are in the middle of winter, let’s remember what an extremely hot day feels like.Â
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
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Since we are in the middle of winter, let’s remember what an extremely hot day feels like.Â
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
1. Think of a really hot day that you were stuck outside.
- Remember last year when we lost power and it was very hot?
- Sports team (i.e. cross country)
-P.E.Â
-Outside of school- maybe you’ve lost power at home or were traveling.Â
2. Draw a picture of yourself on that day.
-How did you feel?
What did you do to stay cool? (stay still, find shade, wear lighter colors, drink water etc.)
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1/17- When something melts, what is happening to its state of matter? What do you think is happening to its energy?
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1/17- When something melts, what is happening to its state of matter? What do you think is happening to its energy?
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1/17- When something melts, what is happening to its state of matter? What do you think is happening to its energy?
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1/17- When something melts, what is happening to its state of matter? What do you think is happening to its energy?
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If you were absent, set up your notebook (pg. 54-55) like the attached doc. Then, fill use the brainpop and your workbook to complete it.
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If you were absent, set up your notebook (pg. 54-55) like the attached doc. Then, fill use the brainpop and your workbook to complete it.
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If you were absent, set up your notebook (pg. 54-55) like the attached doc. Then, fill use the brainpop and your workbook to complete it.
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1/11- Watch the video playing on the screen. Explain what you see happening. If you aren't sure, write 2 questions that could help you figure it out.
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1/11- Watch the video playing on the screen. Explain what you see happening. If you aren't sure, write 2 questions that could help you figure it out.
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1/11- Watch the video playing on the screen. Explain what you see happening. If you aren't sure, write 2 questions that could help you figure it out.
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1/11- Watch the video playing on the screen. Explain what you see happening. If you aren't sure, write 2 questions that could help you figure it out.
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1/10- What is a pixel? What is 1 advantage and 1 disadvantage to using images with more pixels? (if you aren't sure, look at pg. 112 of your workbook.)
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1/10- What is a pixel? What is 1 advantage and 1 disadvantage to using images with more pixels? (if you aren't sure, look at pg. 112 of your workbook.)
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1/10- What is a pixel? What is 1 advantage and 1 disadvantage to using images with more pixels? (if you aren't sure, look at pg. 112 of your workbook.)
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1/10- What is a pixel? What is 1 advantage and 1 disadvantage to using images with more pixels? (if you aren't sure, look at pg. 112 of your workbook.)
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12/20- Watch this video. What differences do you notice between the analog and digital videos? Write at least 2 observations.
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12/20- Watch this video. What differences do you notice between the analog and digital videos? Write at least 2 observations.
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Work on this with your partner/group, but make sure that you each turn in a copy. Fill out the graphic organizer on the first page, and then use that to write out a script on the 2nd page. You will be pitching your product on Monday 12/18. You will have time after the test on Thursday to put your pitch together and practice.
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Work on this with your partner/group, but make sure that you each turn in a copy. Fill out the graphic organizer on the first page, and then use that to write out a script on the 2nd page. You will be pitching your product on Monday 12/18. You will have time after the test on Thursday to put your pitch together and practice.
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Work on this with your partner/group, but make sure that you each turn in a copy. Fill out the graphic organizer on the first page, and then use that to write out a script on the 2nd page. You will be pitching your product on Monday 12/18. You will have time after the test on Thursday to put your pitch together and practice.
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Work on this with your partner/group, but make sure that you each turn in a copy. Fill out the graphic organizer on the first page, and then use that to write out a script on the 2nd page. You will be pitching your product on Monday 12/18. You will have time after the test on Thursday to put your pitch together and practice.
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12/13- Now that you know more about electromagnetic induction, explain what is happening with the magnetic pendulum.
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12/11- What is the difference between a generator and an electric motor? Explain the type of energy the transform.
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12/11- What is the difference between a generator and an electric motor? Explain the type of energy the transform.
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12/11- What is the difference between a generator and an electric motor? Explain the type of energy the transform.
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12/7- Go to the Balloons and Static Electricity PhET lab that is linked to this question. How can you make the balloon stick to the wall? Explain what you see happening with the charged particles.
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12/7- Go to the Balloons and Static Electricity PhET lab that is linked to this question. How can you make the balloon stick to the wall? Explain what you see happening with the charged particles.
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12/7- Go to the Balloons and Static Electricity PhET lab that is linked to this question. How can you make the balloon stick to the wall? Explain what you see happening with the charged particles.
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12/7- Go to the Balloons and Static Electricity PhET lab that is linked to this question. How can you make the balloon stick to the wall? Explain what you see happening with the charged particles.
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12/4- What are the 2 factors that determine the strength of an electromagnet? If you aren't sure, look at your notes in your notebook on pg. 48
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12/4- What are the 2 factors that determine the strength of an electromagnet? If you aren't sure, look at your notes in your notebook on pg. 48
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12/4- What are the 2 factors that determine the strength of an electromagnet? If you aren't sure, look at your notes in your notebook on pg. 48
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Due date: undefined NaN, NaN -- Topics: Magnetism -- Features: Pause Points, Movie
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Due date: undefined NaN, NaN -- Topics: Magnetism -- Features: Pause Points, Movie
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Due date: undefined NaN, NaN -- Topics: Magnetism -- Features: Pause Points, Movie
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11/29- Watch the magic pendulum demonstration. Describe what you see happening (no need to explain, just describe what you see). Write using complete sentences. Then, write a question that you can ask to help understand the phenomena.
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If you were absent, please use evidence from the Light Brainpop and/or your workbook T3L4 pg. 40-41 to complete this CER.
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Please reach these pages in your physical workbook and answer all questions. If you use the workbook online, please let me know.
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Please reach these pages in your physical workbook and answer all questions. If you use the workbook online, please let me know.
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Please reach these pages in your physical workbook and answer all questions. If you use the workbook online, please let me know.
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Please read all of these pages and answer the questions that come up in your physical workbook. If you strongly prefer the digital workbook or require an accommodation such as typing or text-to-speech and will be using that, please let me know.
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Please read all of these pages and answer the questions that come up in your physical workbook. If you strongly prefer the digital workbook or require an accommodation such as typing or text-to-speech and will be using that, please let me know.
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Please read all of these pages and answer the questions that come up in your physical workbook. If you strongly prefer the digital workbook or require an accommodation such as typing or text-to-speech and will be using that, please let me know.
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Use the following simulation to complete this activity:
https://phet.colorado.edu/en/simulations/waves-intro
https://phet.colorado.edu/en/simulations/waves-intro
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Use the following simulation to complete this activity:
https://phet.colorado.edu/en/simulations/waves-intro
https://phet.colorado.edu/en/simulations/waves-intro
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10/30- What type of waves are sound waves (2 answers)? What type of movement do sound waves originate from?
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Instructions: If you were absent, please watch this brainpop and complete the worksheet that goes along with it (INB pg. 34) -
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Instructions: If you were absent, please watch this brainpop and complete the worksheet that goes along with it (INB pg. 34) -
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Please read these pages in your physical workbook and answer all questions.
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Please read these pages in your physical workbook and answer all questions.
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Please read these pages in your physical workbook and answer all questions.
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10/23- How would you measure the amplitude of a wave? If a wave has a higher amplitude, what does that tell you?
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10/23- How would you measure the amplitude of a wave? If a wave has a higher amplitude, what does that tell you?
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10/23- How would you measure the amplitude of a wave? If a wave has a higher amplitude, what does that tell you?
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10/23- How would you measure the amplitude of a wave? If a wave has a higher amplitude, what does that tell you?
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Use the linked simulations to complete this activity. Use your segment 2 workbook to define the vocab in the last section.
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Use the linked simulations to complete this activity. Use your segment 2 workbook to define the vocab in the last section.
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Use the linked simulations to complete this activity. Use your segment 2 workbook to define the vocab in the last section.
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https://docs.google.com/forms/d/19lYtur-3JbkE-WOSXc3QWyOdAW5aoVn0JHfZrxfz_bs/edit
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https://docs.google.com/forms/d/19lYtur-3JbkE-WOSXc3QWyOdAW5aoVn0JHfZrxfz_bs/edit
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https://docs.google.com/forms/d/19lYtur-3JbkE-WOSXc3QWyOdAW5aoVn0JHfZrxfz_bs/edit
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Please submit a physical copy of your free-body diagram on Thursday during class
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Please look at slide 22 for instructions. Attach a copy of your final video to this assignment and insert it into slide 22.
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Read these WB pages and complete the attached doc
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Read these WB pages and complete the attached doc
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10/4- Please look at the attached gif, or watch it on the agenda slide. Which of Newton's laws of motion do you think this best represents and why?
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10/4- Please look at the attached gif, or watch it on the agenda slide. Which of Newton's laws of motion do you think this best represents and why?
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10/4- Please look at the attached gif, or watch it on the agenda slide. Which of Newton's laws of motion do you think this best represents and why?
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Please have slides 5-11 complete by Friday. Make sure that your summaries are 4-7 sentences, and are related to the activity they are about.
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Please have slides 5-11 complete by Friday. Make sure that your summaries are 4-7 sentences, and are related to the activity they are about.