Wednesday, 21 August 2013

How does the energy of the Sun affect us?, Energy Vocabulary, Concluding and Evaluating our Potato Chip Energy

Unit 1 - Lesson 6
Agenda:
  1. Class Scribe Post - Link to Sci7 Blog
  2. Mind Map - How does the Energy of the Sun affect us?
  3. Vocabulary - Translation, Examples
  4. Vocabulary - Scatter Game
  5. Investigation - How much energy is in a puffed biscuit and a potato chip?
1. Class Scribe Post - Link to Sci7 Blog
  • Mr. Pro would the class scribe for the next lesson.
  • The Scribe is expected to do the following:
      • Summarize all content and skills from the class.
      • Use media such as images, video or audio to effectively support the understanding of the content and skills covered.
  • The Scribe Post will be graded: A, B, C, D or F.
2. Mind Map - How does the Energy of the Sun affect us?

Students generated many different answers including:
1) climate
  • water cycle
    • light --> thermal of water --> kinetic and gravitation potential of water in atmosphere --> kinetic of falling water as rain
  • wind
    • light --> thermal of land --> thermal of air --> kinetic of air which is wind

3) Food
  • Beef
    • light --> chemical of grass --> chemical of cows, which we eat as beef
4) Materials


  • rubber
    • light --> chemical of rubber trees, which we extract rubber from


Students even proposed another category for which the energy of the sun is used for:

5) Electrical generation

  • photovoltaic cells
    • light --> electricity
6) Our bodies
  • sunburns
    • light --> thermal or chemical in our skin

3. Vocabulary - Translation, Examples



The main vocabulary words for the unit were introduced to the class by:

  • going through the pronunciations of the words
  • giving the definitions of the words
  • writing example sentences using the words
  • translating the words to Portuguese.  
    • Many of the words were very similar in Portuguese and in English.
4. Vocabulary - Scatter Game



The goal of the game is to put the definitions and the words together.  For example, the word "constant"can be dragged onto the definition "stays the same; doesn't change".  The skills involved are memorization of words and definitions.
More advanced games are available, such as Speller, that also involved memorization of the vocabulary.

(Many of the above words would be on the Unit Test in a week and a half.)


5. Investigation - How much energy is in a puffed biscuit and a potato chip?


We learned about how to record raw data and processed Data.
Observations:
a) Raw Data: are any observations collected during the experiment

i) Qualitative (describe observations using words and NOT numbers)

  • There were many possible observations and each groups observations could be different.  
  • Observations should be relevant to the energy (to the hypothesis).
  • Observations include what we can sense (see, hear, touch).
  • Observations are NOT conclusions.
    • For example, we observe there was a black solid on the test tub. We do NOT observe that carbon was on the test tube.

ii) Quantitative (describe observations using numbers in a table)

  • Here is where you record your data/numbers collected during the experiment.
b)Processed Data:

  • Here is where the raw data is processed, which means calculations are made. For example, averages could be taken.

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