Thursday, July 15, 2010
Friday, May 21, 2010
Course Evaluation
Bell Ringer 6
a. Pick up ONE index card
i. What did you think about the course?
ii. How much of the information did you know prior to the course?
iii. How well do you think you were prepared for the course?
iv. What are some things Ms. Tran could have done differently to better prepare you for this course?
v. What kind of advice would you give the in-coming sophomores?
a. Pick up ONE index card
i. What did you think about the course?
ii. How much of the information did you know prior to the course?
iii. How well do you think you were prepared for the course?
iv. What are some things Ms. Tran could have done differently to better prepare you for this course?
v. What kind of advice would you give the in-coming sophomores?
Tuesday, May 18, 2010
Monday, May 17, 2010
Spring 2010 Final Exam Schedule
South Hills High School
Spring 2010 Exam schedule
5/ 28
Friday 5/31 Monday 6/1
Tuesday 6/2
Wednesday 6/3
Thursday 6/4
Friday
Memorial Day
Holiday
8:35-10:05
Review 5 8:35-10:05
Exam 5 8:35-10:05
Review 1 8:35-10:05
Exam 1
10:10-11:40
Review 6 10:10-11:40
Exam 6 10:10-11:40
Review 2 10:10-11:40
Exam 2
Review 3 11:45-1:15
or
12:30-2:00
Exam 3 11:45-1:15
or
12:30-2:00
Review 7 11:45-1:15
or
12:30-2:00
Exam 7
Review 4 2:05-3:35
Exam 4 2:05-3:35
Review 8 2:05-3:35
Exam 8
Spring 2010 Exam schedule
5/ 28
Friday 5/31 Monday 6/1
Tuesday 6/2
Wednesday 6/3
Thursday 6/4
Friday
Memorial Day
Holiday
8:35-10:05
Review 5 8:35-10:05
Exam 5 8:35-10:05
Review 1 8:35-10:05
Exam 1
10:10-11:40
Review 6 10:10-11:40
Exam 6 10:10-11:40
Review 2 10:10-11:40
Exam 2
Review 3 11:45-1:15
or
12:30-2:00
Exam 3 11:45-1:15
or
12:30-2:00
Review 7 11:45-1:15
or
12:30-2:00
Exam 7
Review 4 2:05-3:35
Exam 4 2:05-3:35
Review 8 2:05-3:35
Exam 8
Lab 3: Hot/Cold Water
Hot and Cold Colors
Student Worksheet
Does Heating Water Make the Color Change Faster?
Name:
Date:
Prediction: Which will change color faster when a drop of food coloring is added: cold water;
hot water; or room temperature water? Explain your answer.
Materials:
• red food coloring
• 3 same size containers
• cold water
• hot water
• room temperature water
• stopwatch
• student worksheets (1 for each student)
Procedure:
1. Assign roles to group members:
2 people will gather and return materials (“Material Managers”)
1 person will drop the food coloring (“Dropper”)
1 person will use the stopwatch to measure the time (“Timer”)
2. Material Managers gather materials and set up.
3. Cold water test:
a. one of the “Material Managers” pours cold water into a container
b. the “Dropper” drops 1 drop of food coloring into the cold water
c. the “Timer” starts the stopwatch as soon as the food coloring hits the water, and
stops the stopwatch when the color is spread throughout the water
d. in the data table, each student records the time (in seconds) for the food coloring
to spread throughout the water, along with observations
4. Hot water test:
Repeat the steps for the cold water test, but use hot water instead of cold.
5. Room temperature test:
Repeat the above procedure using room temperature water.
6. Material Managers return lab materials and clean up.
7. Complete questions 1-3 at the end of this worksheet.
Data Table
Water Temperature
Time
(seconds)
Observations
Cold
Hot
Room Temperature
1. Compare your predictions to what actually happened in the activity. How were your
predictions the same or different?
2. What do you think caused the color to change faster? Why?
3. What do you think would happen if you used different colors (for example, blue or
yellow instead of red)?
Science Netlinks Activity Sheet – Hot and Cold Colors
All rights reserved. Science NetLinks Activity Sheets may be reproduced for educational purposes
Student Worksheet
Does Heating Water Make the Color Change Faster?
Name:
Date:
Prediction: Which will change color faster when a drop of food coloring is added: cold water;
hot water; or room temperature water? Explain your answer.
Materials:
• red food coloring
• 3 same size containers
• cold water
• hot water
• room temperature water
• stopwatch
• student worksheets (1 for each student)
Procedure:
1. Assign roles to group members:
2 people will gather and return materials (“Material Managers”)
1 person will drop the food coloring (“Dropper”)
1 person will use the stopwatch to measure the time (“Timer”)
2. Material Managers gather materials and set up.
3. Cold water test:
a. one of the “Material Managers” pours cold water into a container
b. the “Dropper” drops 1 drop of food coloring into the cold water
c. the “Timer” starts the stopwatch as soon as the food coloring hits the water, and
stops the stopwatch when the color is spread throughout the water
d. in the data table, each student records the time (in seconds) for the food coloring
to spread throughout the water, along with observations
4. Hot water test:
Repeat the steps for the cold water test, but use hot water instead of cold.
5. Room temperature test:
Repeat the above procedure using room temperature water.
6. Material Managers return lab materials and clean up.
7. Complete questions 1-3 at the end of this worksheet.
Data Table
Water Temperature
Time
(seconds)
Observations
Cold
Hot
Room Temperature
1. Compare your predictions to what actually happened in the activity. How were your
predictions the same or different?
2. What do you think caused the color to change faster? Why?
3. What do you think would happen if you used different colors (for example, blue or
yellow instead of red)?
Science Netlinks Activity Sheet – Hot and Cold Colors
All rights reserved. Science NetLinks Activity Sheets may be reproduced for educational purposes
Water Unit Vocabulary
accumulation (or collection) - the places in which water will collect
condensation - the process of water vapor in the air turning into liquid water. Water drops on the outside of a cold glass of water are condensed water. Condensation is the opposite process of evaporation.
evaporation - the process of liquid water becoming water vapor, including
vaporization from water surfaces, land surfaces, and snow fields, but not from leaf surfaces. (See transpiration)
groundwater - water beneath the earth's surface
infiltration - water entering and passing through the ground
precipitation - rain, snow, hail, sleet, dew, and frost.
transpiration - process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere from the plant surface, such as leaf pores.
saturation - too much water on the ground; flooding
water cycle - water vapor from the Earth evaporates into the atmosphere where it forms clouds, precipitation, and falls back to Earth running off into streams, rivers, lakes, and ultimately into the oceans.
condensation - the process of water vapor in the air turning into liquid water. Water drops on the outside of a cold glass of water are condensed water. Condensation is the opposite process of evaporation.
evaporation - the process of liquid water becoming water vapor, including
vaporization from water surfaces, land surfaces, and snow fields, but not from leaf surfaces. (See transpiration)
groundwater - water beneath the earth's surface
infiltration - water entering and passing through the ground
precipitation - rain, snow, hail, sleet, dew, and frost.
transpiration - process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere from the plant surface, such as leaf pores.
saturation - too much water on the ground; flooding
water cycle - water vapor from the Earth evaporates into the atmosphere where it forms clouds, precipitation, and falls back to Earth running off into streams, rivers, lakes, and ultimately into the oceans.
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