science-_les_structures__projet_de_recherche_.docx | |
File Size: | 410 kb |
File Type: | docx |
science-_oil_spill_lab.docx | |
File Size: | 15 kb |
File Type: | docx |
Geography Study will resume in April/May.
Structures:
Structures are an assembly or combination of parts designed for specific purposes --> form follows function.
We expect that structures are designed in such a way to do their job while withstanding all of the forces us regular people tend to not consider (e.g. wind, gravity, earth quakes, weight) etc.
Types of structures:
Structures:
Structures are an assembly or combination of parts designed for specific purposes --> form follows function.
We expect that structures are designed in such a way to do their job while withstanding all of the forces us regular people tend to not consider (e.g. wind, gravity, earth quakes, weight) etc.
Types of structures:
Les structures pleines:
Solid structures are solid through and through even though it may have some gaps and small holes in it. The majority of its structure is solid. A dam for example may have service tunnels and electrical lines running through it, but is otherwise solid. Designed to hold and ground a charge. |
Les structures à ossature:
Frame structures are made of many individual parts that are connected to each other in complex ways. They key to strong and useful frame structures is the specific way that parts are attached and the manner in which they are attached. Frame structures are more flexible than other comparable structures made from the same material. They usually require greater knowledge and skill to assemble, causing greater construction cost, but use significantly less material. |
Les structures à coque: Shell structures are mostly hollow, but have a solid outer skin. They use little material for their size and make good containers.
|
Les structures combinées:
Many structures are combinations of two or all three types of structures. A house, for example, has a solid foundation, frame walls and roof trusses and is covered by flat sheets of wood and drywall, making it a large shell structure. |
Les Forces: force is a push or a pull (tirer ou pousser) which can be denoted by an arrow showing the direction of application. Forces act on all structures, big or small, and the structure must be able to withstand the forces. Structures experience both internal as well as external forces. External forces act from the outside, like wind blowing on a house wall, while internal forces act from the inside of the structure, like the tension in a tendon or ligament that holds a joint together.
Forces have both a magnitude and a directionality (une intensité/ampleur et une direction). A force pushing left will have a dramatically different effect to one pushing right, even if they have the very same strength (intensity or magnitude). The direction in which the force is acting is an essential part in fully describing it which is why we show forces with arrows.
Les forces internes:
Internal forces (Stress):
Loads produce internal force or stress within a structure and we must design them with that in mind.
Compression:
Compression occurs when two forces push towards one another (squeezing). The object may respond by squeezing together or buckling. Solid structures tend to be used the most if compression is expected (example: a house foundation is made of poured concrete).
Tension:
Tension occurs when two forces pull away from one another (stretching). The object may respond by stretching or ripping. Depending on the circumstances we may use elastic materials or materials with high tensile strength like steel cables. Some materials that are great at resisting compression are terrible at resisting tension. Concrete, for example, is great for compression but must be reinforced with steel bars if any degree of tension is expected.
Torsion:
Torsion is a stress that results from a twisting motion. In nature, torsion can be extremely destructive. Structures that need to resist torsion are often designed with some level of built in flexibility. Frame structures, for example, have such a built in flexibility, stemming from a small amount of mobility in each of its many joints.
Shear:
Shear is a stress that occurs when two forces just slide past one another. The structure rips, or is cut, right along the line where the two forces slide past one another. We make use of this in just about every cutting tool, especially scissors. Resisting shear tends to be a simple question of structural strength. You either have it, or you don’t (e.g. trees facing very damaging winds from multiple directions often snap).
Preventing Failure and Product Lifespan:
Designers try to anticipate the intensity and duration of use, the exposure to factors like heating and cooling that might fatigue materials, and the human factor, which often means that people will abuse and misuse objects.
While a designer can’t and shouldn’t be held accountable for the poor judgement of other people, it is still a good idea to build in a safety cushion to account to lapses in common sense. Such extra capacity in ability to support loads, for example, is called a “margin of safety”. Consider that if an elevator fails catastrophically, the human cost may be very high. The inside of elevators list the maximum load that should be in the cabin, but who’s going to calculate the total load, much less ask for the individual weight of passengers, before getting on. It’s much better to make the actual ability of the elevator higher than advertised.
Another way to increase the safety of structures is to add sensors to it that monitor crucial values. An elevator, for example, might have an overload sensor that disables the cabin from moving if a critical load value is surpassed, houses are now required to have functioning carbon monoxide and smoke detectors, etc
Every product has a lifespan. When a manufacturer designs a product, they have to answer the question of how long it should last before it wears out. If it wears out too quickly, consumers will feel like they’re not getting their money’s worth. If it lasted a very long time, either the manufacturer wouldn’t make a profit or the item would cost too much because longer life span usually comes with using superior, and thus more expensive, raw materials and manufacturing methods. When a manufacturer deliberately designs a product with a limited life span, it is called planned obsolescence. Finding the right length of time before a product fails is a delicate balance between the desires of consumers (long life and low purchase cost) and those of the manufacture (short life span and high purchase cost).
When a product has reached the end of its life cycle, it needs to be disposed of. For example, it is rarely recommended that people buy used or old car seats for their babies or children, as the may have already reached their shelf life or experienced enough human error/missuse to make it useless. Often enough the entire item just ends up in our landfill ad that pollutes our environment and is wasteful. Designing a consumer item should also keep in mind how much of an item can be recycled and reclaimed and how easy it is to do that.
The above English information was taken from http://www.winkelhage.com/sample-page/grade-7-science/structures/ to support students requiring additional support from parents in English, or to support students on English modified IEPs.
Forces have both a magnitude and a directionality (une intensité/ampleur et une direction). A force pushing left will have a dramatically different effect to one pushing right, even if they have the very same strength (intensity or magnitude). The direction in which the force is acting is an essential part in fully describing it which is why we show forces with arrows.
Les forces internes:
Internal forces (Stress):
Loads produce internal force or stress within a structure and we must design them with that in mind.
Compression:
Compression occurs when two forces push towards one another (squeezing). The object may respond by squeezing together or buckling. Solid structures tend to be used the most if compression is expected (example: a house foundation is made of poured concrete).
Tension:
Tension occurs when two forces pull away from one another (stretching). The object may respond by stretching or ripping. Depending on the circumstances we may use elastic materials or materials with high tensile strength like steel cables. Some materials that are great at resisting compression are terrible at resisting tension. Concrete, for example, is great for compression but must be reinforced with steel bars if any degree of tension is expected.
Torsion:
Torsion is a stress that results from a twisting motion. In nature, torsion can be extremely destructive. Structures that need to resist torsion are often designed with some level of built in flexibility. Frame structures, for example, have such a built in flexibility, stemming from a small amount of mobility in each of its many joints.
Shear:
Shear is a stress that occurs when two forces just slide past one another. The structure rips, or is cut, right along the line where the two forces slide past one another. We make use of this in just about every cutting tool, especially scissors. Resisting shear tends to be a simple question of structural strength. You either have it, or you don’t (e.g. trees facing very damaging winds from multiple directions often snap).
Preventing Failure and Product Lifespan:
Designers try to anticipate the intensity and duration of use, the exposure to factors like heating and cooling that might fatigue materials, and the human factor, which often means that people will abuse and misuse objects.
While a designer can’t and shouldn’t be held accountable for the poor judgement of other people, it is still a good idea to build in a safety cushion to account to lapses in common sense. Such extra capacity in ability to support loads, for example, is called a “margin of safety”. Consider that if an elevator fails catastrophically, the human cost may be very high. The inside of elevators list the maximum load that should be in the cabin, but who’s going to calculate the total load, much less ask for the individual weight of passengers, before getting on. It’s much better to make the actual ability of the elevator higher than advertised.
Another way to increase the safety of structures is to add sensors to it that monitor crucial values. An elevator, for example, might have an overload sensor that disables the cabin from moving if a critical load value is surpassed, houses are now required to have functioning carbon monoxide and smoke detectors, etc
Every product has a lifespan. When a manufacturer designs a product, they have to answer the question of how long it should last before it wears out. If it wears out too quickly, consumers will feel like they’re not getting their money’s worth. If it lasted a very long time, either the manufacturer wouldn’t make a profit or the item would cost too much because longer life span usually comes with using superior, and thus more expensive, raw materials and manufacturing methods. When a manufacturer deliberately designs a product with a limited life span, it is called planned obsolescence. Finding the right length of time before a product fails is a delicate balance between the desires of consumers (long life and low purchase cost) and those of the manufacture (short life span and high purchase cost).
When a product has reached the end of its life cycle, it needs to be disposed of. For example, it is rarely recommended that people buy used or old car seats for their babies or children, as the may have already reached their shelf life or experienced enough human error/missuse to make it useless. Often enough the entire item just ends up in our landfill ad that pollutes our environment and is wasteful. Designing a consumer item should also keep in mind how much of an item can be recycled and reclaimed and how easy it is to do that.
The above English information was taken from http://www.winkelhage.com/sample-page/grade-7-science/structures/ to support students requiring additional support from parents in English, or to support students on English modified IEPs.
March:
Students have begun the study of structures. This unit, we will focus on the design implications (why structures are built as they are) as well as the real world implications (environmental, political, economical etc).
Students began the unit by working in groups to design a structure which would protect an egg when dropped from 10 ft in the air. Only 2 groups successfully protected their egg. One used a triangular prism (as they remembered triangles are the "strongest" shape. Another used cups to serve as a shock absorber and counteract the effects of gravity.
Science Exam Review: Students should review the following in preparation for their exam this week. All can be found in their printed notes packages. While studying, students are encouraged to create a "cheat sheet" which can be referred to during the exam (one, single sided 8.5x11 sheet of paper).
Les êtres vivants:
-La théorie cellulaire (Cell theory)
-Les organismes vivants et non-vivants (Characteristics of living vs. non-living things)
Les cellules:
-Le mouvement des substances à travers les membranes (permeability, diffusion, osmosis)
-Comparez les cellules animales et végétales et leurs organites
-Les fonctions des organites
La classification des organismes
-Comment classer et nommer les organismes
-Les organismes unicellulaires vs. les organismes pluricellulaires
--> des exemples pour chaque (amibes, paramécies, zooplanktons, hydres, rotifères), leur mouvement et nutrition
Week 9: October 29th-Nov 2nd
This week, students will continue to learn about the 6 Animal Kingdoms and explore key examples from each. By the end of the week, students will have all necessary information to review for their Term 1 Science Exam which will include questions on: Labelling the parts of the microscope, describing how to use a microscope, identifying cells and organelles, organelle functions, classifying organisms, rules of classification and examples from the 6 Kingdoms. Each student will be allowed to prepare 1 "cheat sheet" for the Exam (one regular 8.5x11 page, single sided *typed or handwritten)
Week 8: October 22nd-26th:
This week, students will finish up exploration of cells under the microscope and begin using our acquired knowledge to help classify living things into various Kingdoms. We will aim to finish up our exploration of Science for this term by the end of the month, and complete a small "exam" in early November.
Osmosis:
The movement of water molecules from a HIGH concentration to a LOW concentration (until equilibrium can be achieved).
Example from class: Gummy Bears in Water and Salt Water
Imagine the gummy bear is acting as a cell membrane. Cell membranes are semi-permeable to allow movement of specific molecules inward and to allow waste materials to be transported outward.
When you place a gummy bear in water, it expands. When you place a gummy bear in salt water, it shrinks (shrivels up). This is due to the movement of water molecules from a HIGH concentration to a LOW concentration.
This week, students will continue to learn about the 6 Animal Kingdoms and explore key examples from each. By the end of the week, students will have all necessary information to review for their Term 1 Science Exam which will include questions on: Labelling the parts of the microscope, describing how to use a microscope, identifying cells and organelles, organelle functions, classifying organisms, rules of classification and examples from the 6 Kingdoms. Each student will be allowed to prepare 1 "cheat sheet" for the Exam (one regular 8.5x11 page, single sided *typed or handwritten)
Week 8: October 22nd-26th:
This week, students will finish up exploration of cells under the microscope and begin using our acquired knowledge to help classify living things into various Kingdoms. We will aim to finish up our exploration of Science for this term by the end of the month, and complete a small "exam" in early November.
Osmosis:
The movement of water molecules from a HIGH concentration to a LOW concentration (until equilibrium can be achieved).
Example from class: Gummy Bears in Water and Salt Water
Imagine the gummy bear is acting as a cell membrane. Cell membranes are semi-permeable to allow movement of specific molecules inward and to allow waste materials to be transported outward.
When you place a gummy bear in water, it expands. When you place a gummy bear in salt water, it shrinks (shrivels up). This is due to the movement of water molecules from a HIGH concentration to a LOW concentration.
Diffusion:
Diffusion is the process by which gaseous or dissolved molecules move.
Molecules like to move from HIGH concentration to a low concentration.
Example from class: Food colouring in water.
Prediction: If I place a drop of food colouring in water, I will need to stir it to make all of the water that colour.
Observation: When you place a drop of food colouring in the water, the food colouring immediately spreads out (disperses) toward the bottom. There appear to be layers of concentrated colour at the top (where it was dropped) and at the bottom. After awhile, all of the colouring has spread out, and the water appears to be a uniform shade of colour.
Explanation: When the food colouring molecules touch the water, they immediately want to spread out and quickly travel from a HIGH concentration to a LOW concentration (e.g. toward the bottom). Now there is a fairly high concentration of food colouring at the top and and bottom of the cup. After awhile, the molecules disperse toward the middle to fill in the lower concentrated areas. Eventually an equilibrium is achieved and the water molecules and food colouring molecules are equally dispersed (the whole cup of water is an even shade of blue due to diffusion!)
Diffusion is the process by which gaseous or dissolved molecules move.
Molecules like to move from HIGH concentration to a low concentration.
Example from class: Food colouring in water.
Prediction: If I place a drop of food colouring in water, I will need to stir it to make all of the water that colour.
Observation: When you place a drop of food colouring in the water, the food colouring immediately spreads out (disperses) toward the bottom. There appear to be layers of concentrated colour at the top (where it was dropped) and at the bottom. After awhile, all of the colouring has spread out, and the water appears to be a uniform shade of colour.
Explanation: When the food colouring molecules touch the water, they immediately want to spread out and quickly travel from a HIGH concentration to a LOW concentration (e.g. toward the bottom). Now there is a fairly high concentration of food colouring at the top and and bottom of the cup. After awhile, the molecules disperse toward the middle to fill in the lower concentrated areas. Eventually an equilibrium is achieved and the water molecules and food colouring molecules are equally dispersed (the whole cup of water is an even shade of blue due to diffusion!)
Cell Project Outline + Rubric
la_cellule_projet.docx | |
File Size: | 23 kb |
File Type: | docx |
Week 5: October 1st-12th
For the next two weeks students will begin exploring cell theory and plant vs. animal cells and their organelles. Following the unit, students will be expected to make a model of a cell and describe the function of each organelle.
On Tuesday, students will write the quiz from our unit intro on the microscope. They will need to label all of the parts of the microscope and will later be assessed on their ability to focus a microscope according the the steps discussed in class.
Week 3: September 17-21
This week students will be focusing on taking scientific observations via the exploration of microscopes and how to properly draw detailed scientific drawings. These tools will be necessary to achieve success in our upcoming units on cells (plant vs. animals). As a student, I remember feeling frustrated in upper year high school science courses because I never mastered how to properly focus a microscope (independently) until University. It is my goal to provide students will all of the skills necessary to feel successful in their future High School Science classes.
Students can use the below review video (in English) to test their knowledge of the parts of a microscope in French. The labelled diagram can be downloaded below to aid in study for our quiz next week.
For the next two weeks students will begin exploring cell theory and plant vs. animal cells and their organelles. Following the unit, students will be expected to make a model of a cell and describe the function of each organelle.
On Tuesday, students will write the quiz from our unit intro on the microscope. They will need to label all of the parts of the microscope and will later be assessed on their ability to focus a microscope according the the steps discussed in class.
Week 3: September 17-21
This week students will be focusing on taking scientific observations via the exploration of microscopes and how to properly draw detailed scientific drawings. These tools will be necessary to achieve success in our upcoming units on cells (plant vs. animals). As a student, I remember feeling frustrated in upper year high school science courses because I never mastered how to properly focus a microscope (independently) until University. It is my goal to provide students will all of the skills necessary to feel successful in their future High School Science classes.
Students can use the below review video (in English) to test their knowledge of the parts of a microscope in French. The labelled diagram can be downloaded below to aid in study for our quiz next week.
labelled_microscope__french_.pdf | |
File Size: | 70 kb |
File Type: |
Lab Safety Rules:
frenchimmersionlabsafetyrules.pdf | |
File Size: | 1458 kb |
File Type: |