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Friction, Conduction, Induction - ways of charging

11/10/2015

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Check out the following links to investigate the 3 ways of charging more thoroughly: 

http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-Friction


http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-Conduction


http://www.physicsclassroom.com/class/estatics/Lesson-2/Charging-by-Induction

Each section has a "test your understanding" quiz at the end - see how well you've paid attention! 



*pay special attention and watch for the terms electron affinity and conservation of charge. 


-Mrs. Urichuk
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Charging by Induction Videos

11/8/2015

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Watch the two videos below and answer the following questions: 

When you charge by induction, you bring an object with a charge (let's call it Object A) near to an object without a charge (Object B) and you try to charge Object B. 

  1. Does Object A have to touch Object B to give it a charge? 

  2. Can you charge Object B just by bringing Object A close to it, or do you need to add an extra step? What is the extra step? 

  3. Will Object B's final charge be opposite Object A's initial charge, or the same as Object A's initial charge? 

http://science.wonderhowto.com/how-to/inductively-charge-electroscope-using-vinyl-glass-and-finger-399010/

https://www.youtube.com/watch?v=HupFY_24o-4

Food for thought for after the videos:
  1. Is the speaker's electroscope the same as our electroscopes from class? How is it different? Do you think one works better than the other? 

  2. Why isn't attraction between objects a fool-proof way to determine an object's charge? 


Discrepant Event Videos:
Working on our cluster 0 skills (predicting, observing, drawing conclusions) 

https://www.youtube.com/watch?v=aySWX55-xX4
Pause at 0:57
  • What do you think will happen now that there is a smaller bubble inside of the big bubble? 
  • Will they move together?  Separately? Will they move at all?  Explain your reasoning. 
    -> The speaker mentions that this effect is the same as when an airplane is struck by lightning. The outside bubble (or the shell of the plane) acts as a Faraday Cage. 

An Example of a Faraday Cage:
https://www.youtube.com/watch?v=pjw5gbkRTaY

  • What did you see happening? 
  • Why was Adam safe inside the cage? 
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Static Electricity - Bill Nye Demo & Virtual Lab

11/3/2015

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In yesterday's class we played with the concept of charging objects using friction and seeing how they affected/behaved around an electroscope. To prepare ourselves to charge objects in real life, we started off by watching a short demo by Bill Nye, and then playing with a virtual lab to see what happens when two objects are charged using friction (rubbing two things together). 

Click on the link below to experiment with the virtual lab for yourself, using friction from the sweater to charge the balloon(s) in various ways. 

https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-static-electricity_en.html_

Bill Nye's demo:
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TED Ed's New Interactive Periodic Table

10/13/2015

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Ted is an excellent website that host thousands of interesting videos (often from their different conferences around the world) online. "T-E-D" stands for Technology, Entertainment, and Design, and the videos on its site are meant to make you think, show you new and interesting things, and spread knowledge to make the world a better place.

They are really invested in education, and even have a separate site dedicated to helping teachers and students. One way they have done this recently is to create an interactive periodic table. Their periodic table has a video for every single element where they discuss and experiment with that element.

Check it out! (There may be some explosions in the Hydrogen video...)


http://ed.ted.com/periodic-videos
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Oct. 16 Notes: Physical & Chemical Changes

10/9/2015

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Read and copy down the following notes on paper into your binders, then break into small groups and discuss:
1.  What are some examples you can find to represent physical and chemical changes?
2.  Where do we see these changes in our regular, daily lives?
Physical and Chemical Changes
Changes in matter can be categorized into two groups:

1. Physical changes:

When a physical change occurs, no new substance or element is formed. Stays same substance, but may change shape or state (water evaporating, metal bending)

Example: When water is heated, its particles get excited and spread out. It becomes less dense and changes into a gas. It is still H2O, but it is no longer a liquid.

2. Chemical changes:
When a chemical change occurs, a substance and its original properties are changed. The particles stay the same but they are rearranged so that you cannot get the original substance back (without undergoing a new chemical change)

Example: When vinegar and baking soda are mixed (like in the classic Science Fair Volcano experiment), their particles interact and create a foam. They expand and bubble, and the final substance is no longer vinegar OR baking soda. It is something new, and cannot be separated back into vinegar or baking soda.

Indicators
Indicators are signals that tell us a change has occurred.
Some indicators of Chemical Change can include:
          - Colour changes
          - By-product is created (a gas, powder, condensation, etc. is released)
          - Temperature changes (the reaction becomes hot or cold)
          - Odour released


How can you know which change has occurred? (Physical vs. Chemical)
          - If two or more of the above indicators occur, then it is likely that a chemical change has taken place.
          - You cannot be sure that a chemical change has occurred unless you are certain a new substance has formed.
          - You must do careful tests before and after the change to make sure that the final substance is different than the original substance. 


Physical and Chemical Properties
Some examples of Physical Properties include:
         
- Luster
            - Malleability
            - Density
            - Viscosity
            - Solubility
            - Mass
            - Volume 
When Physical Properties change, we say that a Physical Change has occurred.

Some examples of Chemical Properties include:
         
- Reactivity with other chemicals
            - Toxicity
            - Coordination number
            - Flammability
            - Enthalpy of formation
            - Heat of combustion
            - Oxidation states
            - Chemical stability
When Chemical Properties change, we say that a Chemical Change has occurred.

-Mrs. Urichuk
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History of Atomic Models 

9/15/2015

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Today in Science we watched a short video about the history of the Atomic Model. This is a student-made video that helps students to visualize their own commercials and/or trading cards. 

Using our Universal Design for Learning model of learning, we are given many choices and are asked to make choices that help us to learn best. 

Students are currently working in partners on the following assignment. Details for Assignment #1 can be found on gvcscience10.weebly.com by clicking on Trading Cards or Commercial respectively. 
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Science Survey Data

9/10/2015

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Over the past 2 days in Science, we spent a bit of time discussing our past experiences with Science, and we found out that while most of us have some positive memories of Science, many of us have also had some negative experiences as well! So we wondered: maybe Science is not really hard; maybe we just haven't been learning it in the most effective ways for each individual person!

Each student filled out a survey to let me know about their interactions with Science. They wrote down some of what they liked/disliked, their hopes for our Science class this year, as well as words that they thought relate to Science. 

Here are the words we came up with:
Picture
We noticed a few things:
1. Many of the words are conflicting, but as a class we seem to have pretty similar hopes for our semester. 

2. We were all able to find something positive as well as something negative about our time in Science, and we have big hopes for the semester ahead! (Explosions?!)   

3. Experiments was the biggest word that didn't have to do with how we FEEL about Science. I guess we are really hoping to do experiments this year! 

So while we all know that Science can be full of formulas and sometimes hard, hopefully we can also make sure that our time in Science is hands-on, fun, and awesome as well!! 

I'm really looking forward to learning with all of you this semester! 

- Mrs. Urichuk
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Multiple Intelligences Quiz Link

9/10/2015

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Throughout the semester, you will have an opportunity to work with a wide variety of activities. We want to know how you learn best in order to match you up with the activities.

Please complete this quiz, and at the end of the test you will get a code that you will need to record. 
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Copy the code and paste it onto a sticky on our Padlet for today to share it with Mrs. Urichuk:

http://padlet.com/melanie_urichuk/science10F
(You can also attach a screenshot if you prefer/know how)
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Subscribe to Science 10F "Remind"

8/30/2015

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For the 2015 - 2016 school year, we will be using an app called "Remind" that allows me to text reminders to all students while maintaining privacy of students' & staff's phone numbers. When assignment due dates, tests, or field trips are coming up, I will send out a message with details to remind students of these things. Life gets busy. Let's work together to stay organized!

Instructions for signing up for reminder texts can be found below, but you can also find this image on your child's course outline.  

Questions? Feel free to email me @ melanie.urichuk@gvsd.ca OR call the school and ask to speak with me at (204) 325-8008. 
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Science Surveys

2/3/2015

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Today in Science, we briefly discussed our past experiences with Science, and we found out that while most of us have some positive memories of Science, ALL of us have had some negative experiences as well! So we wondered: maybe Science is not really hard; maybe we just haven't been learning it in the most effective ways!

Each student filled out a survey to let me know about their interactions with Science. They wrote down some of what they liked/disliked, their hopes for our Science class this year, as well as words that they thought relate to Science. 

Here are the words we came up with:
Picture
We noticed a few things:
1. Many of the words are conflicting, or opposite. Especially the biggest words!

2. We were all able to find something positive as well as something negative about our time in Science, and we have big hopes for the semester ahead! (Explosions?!)   

3. Experiments was the biggest word that didn't have to do with how we FEEL about Science. I guess we are really hoping to do experiments this year! 

So while we all know that Science can be confusing, hard to understand and sometimes have difficult words involved, hopefully we can also make sure that our time in Science is interesting, fun, cool, and enjoyable as well!! 

I'm really looking forward to learning with all of you this semester! 

- Mrs. Urichuk


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