Finally, February Break!! I think we are all ready for a week off, I know I am. I will be heading on a multi-day bike ride from San Francisco to Las Angeles! Enjoy your time off and I can not wait to hear about it when we return. This packet is due February 22, students who do not complete this will be asked to complete it at WHA when we return to school.
Part 1: Energy
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Question 1
1.
Define potential energy.
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Question 2
2.
Define kinetic energy.
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Question 3
3.
Identify the energy type for the following items (a-e).
i. Energy: the ability to make things move or change
ii. Potential Energy: the energy that is stored in an object or system
iii. Kinetic Energy: the energy that an object has because it is moving
iv. No energy (N/E): Not moving, would need energy transferred into it to move
a. Food that can be converted to human energy
b. A fan not spinning
c. Light waves from the sun
d. Sound waves from the radio
e. A stretched rubber band
Part 2: Magnetism
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Question 4
4.
Write the correct magnetic poles on the magnets below based on whether they attract or repel.
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Question 5
5.
Analyze the two magnetic systems below. Why do you think one pair of magnets will move at a greater velocity than the other pairs?
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Question 6
6.
Why will one pair of magnets move at a greater velocity than the others? Use the 3 of the words (distance, force, potential energy, strength)
CFS:
· Accurately identify how magnetic arraignment impacts velocity
· Accurately describes the relationship between magnetic forces and velocity
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Question 7
7.
Which electromagnet on the left is going to generate more force on the permanent magnet on the right?
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Question 8
8.
Explain. Use the 3 of the words (number of coils, force, potential energy, strength)
CFS:
· Accurately identify how magnetic variables impact velocity
· Accurately describes the relationship between magnetic forces and magnet differences
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Question 9
9.
In a computer simulation, Vivian moves a magnet (Magnet 2) toward another magnet (Magnet 1) that cannot move. Explain why the potential energy in the system of magnets will either increase, decrease, or stay the same?
CFS:
· Accurately identify how magnetic arraignment impacts natural motion
· Accurately describes the relationship between magnetic force and PE/KE.
Part 3: Waves
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Question 10
10.
Accurately label the parts of the two sound waves below.
1. Wavelength
2. Amplitude
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Question 11
11.
Why do wave 1 or 2 have the same volume?
CFS:
· Accurately identify how wave properties impact sound
· Accurately describes the relationship wavelength/amplitude/frequency to a sound or image
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Question 12
12.
Why do wave 1 or 2 have different colors?
CFS:
· Accurately identify how wave properties impact sound
· Accurately describes the relationship wavelength/amplitude/frequency to a sound or image
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Question 13
13.
A rug sits in a sunny place on the floor for a long time. Kiara thinks that light from the sun can cause the rug’s color to fade over time. Can light from the sun cause the rug’s color to fade?
Part 4: Earth, Moon, Sun
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Question 14
14.
From a top-view, why does the moon appear to be half illuminated in each position?
CFS:
· Accurately identifies how light impacts the moon’s appearance
· Accurately describes the relationship between the moons position and the appearance from Earth
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Question 15
15.
Why does the Moon change appearance each night?
CFS:
· Accurately identifies how light impacts the moon’s appearance
· Accurately describes the relationship between the moons position and the appearance from Earth
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Question 16
16.
Tania went outside and made two observations of the Moon that were several days apart. Her observations are shown in the diagram above. The light part of the Moon appeared to get larger over time. Why did this happen?