shpearson on September 2nd, 2016

Bell Work: Why do we use graphs?  What are the different kinds of graphs and when would I use each kind?

Today we walked outside and counted cars of the faculty at South Ogden Jr. High school to see what the most popular car color is driven by the faculty and staff of SOJH.  The students were all expected to create a graph the communicates that information in a way that is easy to understand.  The graph is due on Tuesday and can be created however you choose to do so, but needs to be clearly labeled so that I can determine what it shows.  Please create a graph using the following data:

White: 12

Blue: 4

Red: 4

Gold/Brown: 3

Silver/Grey: 17

Black: 5

Green: 3

Orange: 1

 

shpearson on August 30th, 2016

Here is the link for the 8th grade online disclosure statement.

https://docs.google.com/a/wsdstudent.net/forms/d/e/1FAIpQLSdAw_BHzzySTsz4K3QTNr6mgZSzIXZnULM2hGPPhbbL_LG3bw/viewform

shpearson on August 30th, 2016

Here is the link for the 7th grade online disclosure statement

 

https://docs.google.com/a/wsdstudent.net/forms/d/e/1FAIpQLSe_iAb968z8MEMYZZUScsTskOo-zuhCt4hHThlN9-_uF86VdA/viewform

shpearson on May 17th, 2016

Students needed to identify a negative human impact on the environment.  Examples could include a variety of things: litter, air pollution, water shortages, too much trash, etc.  They then needed to design a project (something they don’t already do) to help counteract this negative impact.  Some students may go out and buy fabric grocery bags and use them when grocery shopping in order to minimize the amount of plastic bags that are wasted.  Students should take pictures or bring in some evidence of completion of their project.  They can prepare a PowerPoint to show those pictures, or a poster, collage, handout, etc.

 

The presentation should be focused on: 1) what negative human impact are they trying to fix, 2) why is the important to do something about, 3) what did they do for their project, and 4) how did this help counter the original impact?

Here is a template for a PowerPoint if you want to use it.  Feel free to jazz it up and make it look nice or personalize it.

Human Impacts Project Template

shpearson on March 21st, 2016

Today we finished the Penguin Lab but we also watched the two following videos while the penguins were under the heat lamps.  Please be familiar with some of the engineering principles or designs that are being used in these videos to conserve energy.

shpearson on March 17th, 2016

Here is the video guide for the Bill Nye Movie we watched today.

BN Simple Machines Video Guide

https://vimeo.com/119344049

 

shpearson on March 9th, 2016

ENERGY UNIT (2)

shpearson on March 2nd, 2016

Those wishing to retake the Waves “Characteristics and Interactions” Quiz need to do the following:  1) You need to have received at least a 22/25 on your Wave Interactions Drawings. 2) You need to either draw or list at least 3 examples of each of the interactions (reflection, refraction, diffraction, constructive interference, and destructive interference) 3) You need to also draw a wave and label the following parts of the wave (wavelength, crest, trough, amplitude, rest line/midpoint, and explain what frequency is).

Those wishing to retake the Heat Transfer Quiz need to have completed the Heat Transfer Webquest and drawn an picture and written an explanation of each type of heat transfer (conduction, convection, and radiation) The webquest can be completed by going to the following website: https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiation

 

shpearson on March 1st, 2016

Today was a short schedule due to reality town, so in order to maximize time, we used the 25 minutes we had to watch the Bill Nye Energy video.  The video guide needs to be filled out and completed and brought back to Mr. Pearson if you were absent.

Link for the video guide: Bill-Nye-Energy-Worksheet-2hcmyc9

shpearson on February 23rd, 2016

Watch the following NOVA movie and do the following assignment:

  1. Write down 8-10 connections you can make from the movie with things we have already learned about in science class.  One example would be: The force from the Archer was strong enough to where the arrow went through the dummy (Newton’s Laws).
  2. Draw a diagram of their siege machines and write an explanation of how the siege machine works.