Parents,
This week we are working on the energy of sound. An email has also gone out with two attachments to help students study sound. Students need to focus on and study the following on sound:
What happens to a sound as the vibrations of an object increase in strength?
A. The sound becomes louder.
B. The sound becomes softer.
C. The sound waves get further apart.
D. The pitch of the sound is higher.
Use the table to answer the next two questions.
Sound Decibel Level Effect
Jet airplane taking off 160 Damage to hearing
Chain saw 110
Hair dryer 90 Annoying
Ringing telephone 80
Normal conversation 60 Acceptable
Which of the following might damage hearing?
A. hair dryer
B. conversation
C. ringing telephone
D. chain saw
Which of the following would be annoying but not damaging to hearing?
A. whisper at 30 decibels
B. vacuum cleaner at 75 decibels
C. power lawn mower at 90 decibels
D. personal cassette player on high at 112 decibels
What would you do to lower the pitch of a string on a violin?
A. Pluck the string very lightly.
B. Shorten the string.
C. Loosen the string.
D. Use a thinner string.
What would you do to increase the intensity of the sound that a drum makes?
A. Tap the drum harder.
B. Loosen the drum head.
C. Tighten the drum head.
D. Make the drum head out of a thicker material.
Which of the following would be most likely to cause hearing loss?
A. burglar alarm
B. a dog whistle
C. a jet plane taking off
D. a symphony concert
What causes an echo?
A. Sound waves are absorbed by an object.
B. Sound waves are transmitted through an object.
C. Sound waves are reflected off an object.
D. Sound waves completely disappear.
What would happen if you increased the frequency of a sound?
A. The sound would get louder.
B. The sound would get softer.
C. The sound would be higher in pitch.
D. The sound would be lower in pitch.
What would happen if you increased the intensity of a sound?
A. The sound would get louder.
B. The sound would get softer.
C. The sound would be higher.
D. The sound would be lower.
Essay Questions:
How could a guitar be made to make a louder sound?
What could Whitney do to her drum if she wanted to raise the pitch of the sound her drum makes?
Explain how the size and shape of a sound source affect the pitch of a sound. Give two examples to support your idea.
Wednesday, March 30, 2011
Monday, March 28, 2011
SCIENCE REVIEW TIMELINE
Parents,
There are only 5 weeks until state wide testing. To ensure student success on the science portion of the state test I have put together an intensive review for all of the areas we have covered this year. It is very important that your child is at school everyday to take part in the review. Here is the schedule I will be following in class:
At the end of each week students will be taking a quiz on what was reviewed. Students will be taking a lot of notes over the next few weeks to review, but also to practice note taking skills that are essential in junior high. Various emails will be going home over the next few weeks with attachments that will prove useful to your child for review purposes. Let's help your child have a great 4th quarter here at school by working together to review the science curriculum.
There are only 5 weeks until state wide testing. To ensure student success on the science portion of the state test I have put together an intensive review for all of the areas we have covered this year. It is very important that your child is at school everyday to take part in the review. Here is the schedule I will be following in class:
Science Testing Review Schedule
March 30 – April 1 Energy – Anatomy of the Ear
April 4 – 8 Energy – Heat/Light/Sound
April 18 – 22 Microorganisms
April 25 – 29 Space – Moon Phases/Seasons/Solar System
May 2 – 4 Universe – Constellations/Galaxies
May 5 – 6 STUDENTS TAKE THE SCIENCE TEST
Wednesday, March 23, 2011
Universe Test
Students will begin reviewing for their universe test on Friday. I expect that all the students will do well after all the time and studying we have put in learning about space. Here are examples of the questions that will be on the test.
1. How large is the Milky Way Galaxy?
A. It is the largest galaxy ever observed.
B. It takes up over half of the known universe.
C. It cannot be measured or compared.
D. It is very small when compared to the universe
2. Which of the following correctly ranks astronomical objects by size, starting with the
smallest?
A. Earth, sun, solar system, galaxy, universe
B. Sun, solar system, Earth, universe, galaxy
C. Universe, galaxy, solar system, Earth, sun
D. Solar system, Earth, sun, universe, galaxy
3. Which of the following best compares the amount of empty space in the universe to the
amount of space galaxies occupy? Galaxies...
A. take up about half of the space.
B. take up most of the room in space.
C. are less than half but more than a fourth of space.
D. take up an extremely small amount of space.
4. Compared to our galaxy, how big is our solar system? The solar system is...
A. extremely tiny.
B. about one-tenth of the galaxy.
C. about one-third of the galaxy.
D. over half of the galaxy.
5. Our nearest star neighbor in space, Alpha Centauri, is four light years from Earth. Why
will it be difficult to visit?
A. It is very bright and hot.
B. We are not sure exactly where it is.
C. There may be no planets near it.
D. It is very far away.
6. What are galaxies made of?
A. moons and planets
B. two stars orbiting each other
C. about one hundred stars
D. many millions of stars
7. Why are distances in space often measured in light years?
A. The light year is a commonly used unit of measure.
B. Distances in space are so great that a large unit is needed.
C. Scientists always use metric units like light years.
D. Light years are easy to measure and understand.
8. Early astronomers thought that galaxies were single stars. Why was this mistake easy
to make?
A. Galaxies are so far away that they look like a single star.
B. Galaxies are made of stars that you can only see one at a time.
C. Light from galaxies collects into a single beam.
D. Earth is small and galaxies are much larger.
9. What do the stars in a constellation have in common? The same...
A. brightness
B. distance from Earth
C. size
D. general direction from Earth
10. Which stars do we always see during the year? Stars...
A. on the horizon
B. over the North Pole
C. in the larger constellations
D. inside other galaxies
11. How were constellations originally named and identified?
A. as people or animals they may have resembled
B. mathematically, with numbers and coordinates
C. in groups of very distant, bright or old stars
D. by their location from Earth’s horizon
12. What are galaxies made of?
13. If you could travel outside the solar system and look back at it, what would you notice
about the size of the planets?
14. Draw or describe where Earth is in space. Be sure to include its position in the solar
system, galaxy and universe.
1. How large is the Milky Way Galaxy?
A. It is the largest galaxy ever observed.
B. It takes up over half of the known universe.
C. It cannot be measured or compared.
D. It is very small when compared to the universe
2. Which of the following correctly ranks astronomical objects by size, starting with the
smallest?
A. Earth, sun, solar system, galaxy, universe
B. Sun, solar system, Earth, universe, galaxy
C. Universe, galaxy, solar system, Earth, sun
D. Solar system, Earth, sun, universe, galaxy
3. Which of the following best compares the amount of empty space in the universe to the
amount of space galaxies occupy? Galaxies...
A. take up about half of the space.
B. take up most of the room in space.
C. are less than half but more than a fourth of space.
D. take up an extremely small amount of space.
4. Compared to our galaxy, how big is our solar system? The solar system is...
A. extremely tiny.
B. about one-tenth of the galaxy.
C. about one-third of the galaxy.
D. over half of the galaxy.
5. Our nearest star neighbor in space, Alpha Centauri, is four light years from Earth. Why
will it be difficult to visit?
A. It is very bright and hot.
B. We are not sure exactly where it is.
C. There may be no planets near it.
D. It is very far away.
6. What are galaxies made of?
A. moons and planets
B. two stars orbiting each other
C. about one hundred stars
D. many millions of stars
7. Why are distances in space often measured in light years?
A. The light year is a commonly used unit of measure.
B. Distances in space are so great that a large unit is needed.
C. Scientists always use metric units like light years.
D. Light years are easy to measure and understand.
8. Early astronomers thought that galaxies were single stars. Why was this mistake easy
to make?
A. Galaxies are so far away that they look like a single star.
B. Galaxies are made of stars that you can only see one at a time.
C. Light from galaxies collects into a single beam.
D. Earth is small and galaxies are much larger.
9. What do the stars in a constellation have in common? The same...
A. brightness
B. distance from Earth
C. size
D. general direction from Earth
10. Which stars do we always see during the year? Stars...
A. on the horizon
B. over the North Pole
C. in the larger constellations
D. inside other galaxies
11. How were constellations originally named and identified?
A. as people or animals they may have resembled
B. mathematically, with numbers and coordinates
C. in groups of very distant, bright or old stars
D. by their location from Earth’s horizon
12. What are galaxies made of?
13. If you could travel outside the solar system and look back at it, what would you notice
about the size of the planets?
14. Draw or describe where Earth is in space. Be sure to include its position in the solar
system, galaxy and universe.
Tuesday, March 15, 2011
End of Third Quarter is March 25th
Grades for third quarter must be entered by Friday, March 25th. Students need to have any of their missing work turned in by Wednesday, March 23rd for it to be graded and entered into the Skyward.
Solar System tests grades will be entered by Friday, March 18th.
At the moment my email box is unavailable. I apologize for the inconvenience.
Solar System tests grades will be entered by Friday, March 18th.
At the moment my email box is unavailable. I apologize for the inconvenience.
Friday, March 4, 2011
THE UNIVERSE
We will start studying about the universe on Monday, March 7th. The state of Utah expects your child to learn the following standard and meet these two objectives:
Standard:Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth’s rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.
Compare the size and distance of objects within systems in the universe.
: Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
In the next three weeks we will be reading and learning about the universe we live in so that students can reach this state science benchmark:
The solar system consists of planets, moons, and other smaller objects including asteroids and comets that orbit the sun. Planets in the solar system differ in terms of their distance from the sun, number of moons, size, composition, and ability to sustain life. Every object exerts gravitational force on every other object depending on the mass of the objects and the distance between them. The sun’s gravitational pull holds Earth and other planets in orbit. Earth’s gravitational force holds the moon in orbit. The sun is one of billions of stars in the Milky Way Galaxy, that is one of billions of galaxies in the universe. Scientists use a variety of tools to investigate the nature of stars, galaxies and the universe. Historically, cultures have observed objects in the sky and understood and used them in various ways.
Here is the link for the shared reading and activities related to teaching about our universe.
http://www.schools.utah.gov/curr/science/core/6th/TRB6/default.htm
The following vocabulary will be taught and reviewed in class:
Science Language Students Need to Understand and Use
1. constellation: a pattern in the stars that has been identified and named
2. galaxy: a group of millions of stars held together by gravity
3. light-years: the distance light can travel in one year
4. Milky Way Galaxy: a group of about 200 billion stars formed in a disk-shaped spiral that
contains our solar system
5. speed of light: 186,000 miles per second or 300,000 kilometers per second
6. universe: the space that consists of all matter and all light and other forms of radiation and
energy
Standard:Students will understand the scale of size, distance between objects, movement, and apparent motion (due to Earth’s rotation) of objects in the universe and how cultures have understood, related to and used these objects in the night sky.
Compare the size and distance of objects within systems in the universe.
: Describe the appearance and apparent motion of groups of stars in the night sky relative to Earth and how various cultures have understood and used them.
In the next three weeks we will be reading and learning about the universe we live in so that students can reach this state science benchmark:
The solar system consists of planets, moons, and other smaller objects including asteroids and comets that orbit the sun. Planets in the solar system differ in terms of their distance from the sun, number of moons, size, composition, and ability to sustain life. Every object exerts gravitational force on every other object depending on the mass of the objects and the distance between them. The sun’s gravitational pull holds Earth and other planets in orbit. Earth’s gravitational force holds the moon in orbit. The sun is one of billions of stars in the Milky Way Galaxy, that is one of billions of galaxies in the universe. Scientists use a variety of tools to investigate the nature of stars, galaxies and the universe. Historically, cultures have observed objects in the sky and understood and used them in various ways.
Here is the link for the shared reading and activities related to teaching about our universe.
http://www.schools.utah.gov/curr/science/core/6th/TRB6/default.htm
The following vocabulary will be taught and reviewed in class:
Science Language Students Need to Understand and Use
1. constellation: a pattern in the stars that has been identified and named
2. galaxy: a group of millions of stars held together by gravity
3. light-years: the distance light can travel in one year
4. Milky Way Galaxy: a group of about 200 billion stars formed in a disk-shaped spiral that
contains our solar system
5. speed of light: 186,000 miles per second or 300,000 kilometers per second
6. universe: the space that consists of all matter and all light and other forms of radiation and
energy
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