Grasping at Straws

The Principles of Physics class has a straw tower competition every year. The challenge is to build a tower out of one package of plastic drinking straws (the bendy elbow kind, 100 straws per package). The tower must support a tennis ball for 15 seconds. The tallest tower that supports the tennis ball wins.







Each group is allowed 12 inches of masking tape to hold straws together. That's usually not enough. Creative ways of connecting straws have included cutting the ends off and shoving other straws into the ends, tearing the tape into tiny strips, cutting straws lengthwise and using those threadlike parts to tie other straws together, and cutting holes in the middle of straws and shoving other straws through them.

The key to building such a tower is to make sure that the center of gravity of the tennis ball is over the base of support of the tower. If not, that tottering tower will tip over, and toss your tennis ball to the tile.

The straw tower contest is held in May, with the winning group in each class earning bonus points.






Here is last year's overall winner, designed by Brad W., assisted by Brendan B., Megan S., Jamie D., Courtney B., and Jake C. They drew out a specific plan, assigned duties, measured precisely, and constructed this magnificent tower. After the time limit and official testing, they actually added more levels to their sturdy structure.










Each year, new designs are created. In some classes, it's not the great height of the tower that makes a winner, but the ability to actually support the tennis ball for 15 seconds. A few groups got carried away with making the tallest tower, forgetting that it must balance a tennis ball.













To look at some towers, you might think it's a mission impossible. In fact, many trials resulted in failure to support the tennis ball for 15 seconds, or for any seconds. But one simple, last-minute adjustment can make it work. Which was proven by the group of Jesse C., Christin F., Rachel S., and Zach B., who shored up their tower to take first place in 1st Hour.

Does anybody else think this one looks like some kind of cartoonish WhoVille skyscraper from a Dr. Seuss story?

Spanning the Desk

Here is one of the winning paper bridges that the Principles of Physics classes built this month.

Students were given one piece of 8.5 x 11 paper with which to build a bridge that would span 8 inches and hold as many pennies as possible. They could fold their paper any way they wanted, or cut off strips to use as supports.

Before building, classes tried an interactive website at PBS.org to determine which shapes were strongest. Some students used the triangle shape, which had proven victorious in holding the most imaginary elephants on the interactive site. Others chose the arch or circle, and some used the rectangle shape. One crafty group decided to make a bridge shaped like a coin roll. The only problem was filling it with pennies, since the bridge had to be set into position, then filled. It was hard to poke the pennies into a narrow tunnel.

The overall winner had a flat bottom and arched roof, and slowly sagged its way toward the desktop as it filled with pennies, until finally touching bottom and being declared collapsed.

Only one group chose Mrs. Cureton's favorite style, the accordion fold. The first year of building paper/penny bridges, Mrs. Cureton's bridge trounced all competitors by over a hundred pennies. Last year she was soundly beaten by a student using her favorite design.

You will notice that the pictured bridge utilized the triangle shape on the sides for support. The manner in which this bridge failed was the lack of sides to hold in the pennies. One little error in penny placement, and a cascade of pennies leaked over the side, causing the bridge to crease from tension on the paper, and then twist from the torsion force.

With the accordion design, you fold a piece of paper back and forth like a fan. Start putting pennies along the creases, from each end. Once the ends near the supports are full, start working towards the middle, again making sure to apply pennies alternately from both ends. You can see that an accordion design has much more surface area on which to place the pennies than the flat style shown above.

Give it a try, and see if you can beat 247 pennies before collapse.

Speedy Hot Wheels

During April, the Physics classes found a relationship between potential and kinetic energy by driving Hot Wheels down a ramp. Data was used to make a bar graph. The dependent variable, the distance the car traveled past the end of the ramp, was plotted on the y-axis (vertical). The position of the car on the ramp, the independent variable, was plotted on the x-axis (horizontal).

Students discovered that the higher a car was placed on the ramp, the farther the car would roll until it came to a stop. That's because the a car higher on the ramp has more potential energy (energy of position due to gravity) than a car placed lower on the ramp. Once the car is released, the potential energy changes to kinetic energy (energy of motion), which makes the car roll until friction causes it to stop.

There was keen competition for the best rides, but groups selected Hot Wheels from Mrs. Cureton's new car lot at random. Random, meaning that the first picker got one pick, as did others through the first round, then the last picker got to pick three cars, and pickers then went in backwards order, getting two picks apiece. All groups had three cars to test, before choosing the best one for the experiment. Some shrewd groups chose their slowest car, the reason being that they would not have to measure as much distance.

And in case anybody wants to make a note-to-self for future reference, it is NOT acceptable to roll a Hot Wheels down the ramp and up another group's ramp to see if it goes over the top. It will not, because you can't get more energy out of a system than you put into it. Neither is it acceptable to put your ramp up on a desk to see how far your Hot Wheel will fly. That will result in Mrs. Cureton revoking your Hot Wheels license, because it means she will have to operate a used car lot next year.

Special thanks to Mrs. Scandrett for loaning us her ramps.

The Domino Effect

During the month of April, Mrs. Cureton's freshman Physics classes practiced graphing by plotting the speed of falling dominoes. Students placed the dominoes different distances apart (close, medium, far), measured the length of the line, and then toppled them while timing the result. A bar graph was used to interpret the data. Speed, the dependent variable in this activity, was displayed on the y-axis (vertical). The independent variable, the distance apart of the dominoes, was displayed on the x-axis (horizontal).

Some groups discovered that closely-spaced dominoes fell faster, and some groups found that farther-spaced dominoes fell faster. In a perfect experiment, under controlled conditions, there is an optimal distance of 2 cm at which a straight line of dominoes falls the fastest. More closely spaced dominoes fall slower because it takes them longer to fall over, and more distantly spaced dominoes fall slower because it takes them longer to hit the next domino.

If you want to study this phenomenon in detail, check this out. Or for a little bit simpler version, look here. In our class, we did not measure the spacing between dominoes. Mrs. Cureton has found that procedure to be too time-consuming for the classroom.

















Students also discovered which members of the group had a steady hand for setting up dominoes. Some found this out the hard way! Likewise, they found out who had a quick thumb on the stopwatch...or better yet, who actually remembered to hit the button when the dominoes were toppled.

2010 West County Science Fair Winners

The 2nd Annual West County High School Science Fair was held on the evening of March 8, 2010. Winners were:

Behavioral Science:
1st Place-Amanda

Biology:
1st Place-Grace
2nd Place-Dillan
3rd Place-Alex

Physics:
1st Place-Jesse
2nd Place-Daniel

Congratulations to all who entered their projects. Best wishes to those who will be participating in the Mineral Area College Science Fair on March 26, 2010.

Principles of Physics--Syllabus

Principles of Physics

1. Course Description:
Principles of Physics aims to give the 9th grade student a solid background in physical science and earth science concepts. As the first required science course for high school students, it has no prerequisite. Principles of Physics is a year-long course that will cover the topics listed below.

Objectives to be covered include:
-Stars and electromagnetic energy
-Mass, gravity, orbits
-Water in the environment
-Atmosphere, hydrosphere, geosphere
-Climate and weather patterns
-Weathering and erosion
-Plate tectonic theory
-Relative and real dating techniques
-Weather prediction
-Characteristics and motions of objects in the universe

-Energy transfer
-Energy sources
-Electromagnetic spectrum
-Conductors and insulators
-Kinetic and potential energy
-Mass, velocity, work, acceleration, speed, momentum, power, efficiency, inertia
-Simple machines
-Magnetic fields
-Electric currents
-Newton's Laws of Motion

2. Instructional Philosophy:
Course material will be read aloud and discussed in class. Students will have assignments almost every day. They will be given some time in class to work on assignments, in case they have questions. There will be some partner and group work. Some hands-on activities will be done in the classroom, and for others, students will go to the science lab. Students must pass a lab safety test and wear proper clothing and shoes before they will be allowed to participate in lab activities.

Grading will be based on Tests (1/4), Daily Assignments (1/2), and Participation (1/4). Tests will be mainly objective rather than essay. Daily assignments are due the same day if time allows, or at the beginning of the next class period. Late assignments will be graded at half credit, or students may make up the work in PATHS for 80% credit. Participation grades are based on attendance, bringing materials (text, paper, and pencil) every day, participation in activities and discussion, and behavior that does not violate classroom rules. The participation grade is worth 5 points per day, all or nothing.

3. Major Course Goals:
Students will understand the following principles:
--Changes in properties and states of matter provide evidence of the atomic theory of matter.
--Energy has a source, can be stored, and can be transferred, but is conserved within a system.
--The motion of an object is described by its change in position relative to another object or point.
--Forces affect motion.
--Earth's systems (geosphere, atmosphere, and hydrosphere) have common components and unique structures.
--Earth's systems (geosphere, atmosphere, and hydrosphere) interact with one another as they undergo change by common processes.
--Human activity is dependent upon and affects Earht's resources and systems.
--The universe has observable properties and structure.
--Regular and predictable motions of objects in the universe can be described as the result of gravitational forces.
--Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.
--The nature of technology can advance,and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.
--Historical and cultural perspectives of scientific explanations help to improve understanding of the nature of science and how science knowledge and technology evolve over time.
--Science and technology affect, and are affected by, society

4. A+ Core Competencies:
*Students will apply Newton's three laws of motion to explain everyday phenomena.
*Students will assess strategies to limit human impact on resources and the environment.
*Students will explain how the earth's axial tilt affects temperature, seasons, and intensity of sunlight.

During instruction, students will discuss the core competency material, complete a study guide, and take a quiz on the competencies. They should pass at 90%, or may be required to take the quiz over again until 90% is reached.

5. Major Course Projects and Instructional Activities:
A science project worth 200 points will be assigned during 3rd Quarter. Students may choose to work with a partner on the project.

First semester, students will use an earth science text, and switch to the physics text after the earth science objectives are covered.

Second semester, students will use formulas to calculate work, energy, power, mass, speed, velocity, acceleration, momentum, efficiency, and inertia, as well as construct graphs.

6. Classroom Expectations:
*Be on time and in assigned seat when the bell rings
*Have book, pencil, and paper ready. If not, students will not earn the participation points for that day
*No gum, candy, food, or drink is allowed in the classroom
*Work not turned in at the beginning of class on the day after it is due will be graded for half credit

7. Supplies and Materials Needed:
Notebook/paper, pencil/pen, assigned text, calculator, science project board (3rd Quarter)

8. Homework Policy and Grading Scale:
*Most work is due the day it is assigned, as time is allowed in class.
*Work not turned in at the beginning of class the day after it is due will be graded for half credit.
*Assignments with grades under 60% may be done again in PATHS to be graded at 80% credit (per PATHS policy).
*Very few, if any, bonus points are offered during the year.

GRADING SCALE
100-97.....A
96-93.......A-
92-90.......B+
89-85.......B
84-82.......B-
81-78.......C+
77-71.......C
68-70......C-
67-66......D+
65-63......D
62-60......D-
59-0........F

9. Extra Help:
The school PATHS program operates from 3:00-5:00 each afternoon, Monday-Thursday. Science day is on Tuesday.

With advance notice, I can stay after school from 3:00-4:00 most days if a student needs individual help on a specific topic. This is not to sit with them while they do homework.

10. Time and Place to be Reached by Parents:

Telephone: (573) 562-7521
Plan Time: 9:09-9:59, 2nd hour
Email: kcureton@westco.k12.mo.us

EHC-Course Syllabus

EHC

1. Course Description:
The EHC Program has been established to assist those students who are failing core subjects. These students may be at risk of dropping out of school or not graduation on time, due to lack of credits.

This assistance will come in the form of individual or group tutoring in the core subjects, as well as instruction in study skills such as organization, listening, note-taking, test-taking, time management, and learning styles. The teacher will monitor students' work with the core teachers in an effort to prevent missing assignments and failing grades.

2. Instructional Philosophy:
Students will bring assignments from their core class subjects such as language, algebra, history, and science. They will work on the assignments and get one-on-one help from the teacher as needed. This help could be in various forms, such as checking over answers on completed assignments, working out algebra problems step-by-step, reviewing for tests, using chapter headings to find answers to questions, planning best use of time to complete multiple assignments, etc.

Students can only get out of the EHC program what they put into it. For example, if they do not ask for help or make an effort to complete core class assignments correctly, the program can not help them improve their grades.

3. Major Course Goals:
*Students will acquire knowledge and skills to gather, understand, analyze, and apply information and ideas.
*Students will acquire knowledge and skills to communicate effectively within and beyond the classroom.
*Students will acquire knowledge and skills to recognize and solve problems.
*Students will acquire knowledge and skills to make decisions and act as responsible members of society.

4. A+ Core Competencies:
*Evaluate the accuracy of information and the reliability of its source.
*Examine problems and proposed solutions from multiple perspectives.
*Explain reasoning and identify information used to support decisions.

During instruction, students will discuss the core competency material, complete a study guide, and take a quiz on the competencies. They should pass at 90%, or may be required to take the quiz over again until 90% is reached.

5. Major Course Projects and Instructional Activities:
EHC does not require a course project, but can assist students with projects in core classes, such as a research paper or science project. Instructional activities include one-on-one and small group work in core subjects.

6. Classroom Expectations:
*Bring core class assignments that require completion or extra help
*Use class time to finish core assignments, and ask for help if needed
*If all assignments are caught up, use time to read so others are not disturbed

7. Supplies and Materials Needed:
Notebook/paper, pencil/pen, core class materials and assignments

8. Homework Policy and Grading Scale:
*No homework will be assigned in EHC.
*Grades are based on attendance, bringing core assignments, completing work, asking for help.
*Students can earn 5 points per day, with a weekly grade of 25 points possible.

GRADING SCALE
100-97.....A
96-93.......A-
92-90.......B+
89-85.......B
84-82.......B-
81-78.......C+
77-71.......C
68-70......C-
67-66......D+
65-63......D
62-60......D-
59-0........F

9. Extra Help:
Extra help for core subjects is the purpose of EHC. Students should use EHC class time for individual help, or rely on the afterschool PATHS program, which operates from 3:00-5:00 each afternoon, Monday-Thursday.

10. Time and Place to be Reached by Parents:

Telephone: (573) 562-7521
Plan Time: 9:09-9:59, 2nd hour
Email: kcureton@westco.k12.mo.us

Biology -- Syllabus

Biology

1. Course Description:
Biology is the study of all living things. Subject matter will include ecology, cell theory, genetics and heredity, man's effect on the earth's resources, and the scientific method. There will be activities and laboratory opportunities to reinforce understanding. Learning is checked after each lesson with objective and section questions. Worksheets are provided for reinforcement. At the end of each section, outcomes are measured with an objective evaluation. A science project will be required to emphasize steps of the scientific method.

Objectives to be covered include:

*Biology: the study of life
*Ecology: communities and biomes, population biology, biological diversity and conservation
*The Cell: chemistry of cells, structure and function of cells, cellular transport, cell cycle, energy within a cell
*Genetics: mitosis/meiosis, DNA and genes, heredity, human genetics, genetic technology
*The Scientific Method: observe/question, research, hypothesize, experiment, collect data, organize data, revise hypothesis/draw conclusions

**20 PERCENT OF THE 4th QUARTER GRADE WILL COME FROM THE
End Of Course Test score.**


2. Instructional Philosophy:
Course material will be read aloud and discussed in class. Students will have assignments almost every day. They will be given some time in class to work on assignments, in case they have questions. There will be some partner and group work. Some hands-on activities will be done in the classroom, and for others, students will go to the science lab.

Students must pass a lab safety test and wear proper clothing and shoes before they will be allowed to participate in lab activities.

*Grading will be based on Tests (1/4), Daily Assignments (1/2), and Participation (1/4).

*Tests will be mainly objective rather than essay. Daily assignments are due the same day if time allows, or at the beginning of class the next day. Late assignments will be graded at half credit, or students may make up the work in PATHS for 80% credit. Participation grades are based on attendance, bringing materials (text, paper, and pencil) every day, participation in activities and discussion, and behavior that does not violate classroom rules. The participation grade is worth 5 points per day, all or nothing.

**The End of Course Test score will count as 20% of the student’s 4th quarter grade.**

3. Major Course Goals:

*Characteristics and Interactions of Living Organisms
-Predict movement of molecules across a selectively permeable membrane
-Compare and contrast movement of molecules across a semi-permeable membrane based on the energy needed for movement
-Predict patterns of inheritance, using Mendelian genetics, in a monohybrid cross
-Identify and describe cell structures and functions, the processes of mitosis and meiosis, diploid and haploid chromosome numbers, and how daughter cells compare to parent cells
-Describe interrelationships between photosynthesis and respiration, and factors that affect both processes
-Describe the chemical and structural properties of DNA, and recognize the DNA codes for proteins, which are expressed as inherited characteristics in organisms

*Changes in Ecosystems and Interactions of Organisms with Their Environment
-Explain and predict energy flow within a food web
-Describe symbiotic relationships and how the addition or removal of a given species can affect an ecosystem
-Identify and explain limiting factors (biotic and abiotic) that affect carrying capacity
-Hypothesize how a given species adapts or reacts to environmental changes
-Explain how the natural selection process is related to environmental changes or species adaptation

*Scientific Inquiry
-Design an experiment, formulate a testable hypothesis, collect and analyze data, draw conclusions
-Identify constants, variables, proper laboratory tools and techniques, factors that influence the reliability of results
-Formulate and interpret data tables and graphs of quantitative data gathered in a scientific experiment


4. A+ Core Competencies:
*Discuss the importance of genetic technology in society, and form an opinion about ethical issues caused by such technology.
*Discuss and provide examples of the three types of symbiotic relationships found in the environment
*Compare and contrast the structures of plant and animal cells. Draw and label a typical plant cell and a typical animal cell.

Students will discuss the core competency material, complete a study guide, and take a quiz on the competencies. They should pass at 90%, or may be required to take the quiz over again until 90% is reached.


5. Major Course Projects and Instructional Activities:
*A science project worth 200 points will be required during 3rd Quarter.
*20% of the 4th quarter grade will come from the End Of Course Test score.**


6. Classroom Expectations:
*Be on time and in assigned seat when bell rings
*Have book, pencil, paper ready. If not, students will not earn the participation points for that day
*No gum, candy, food, or drink allowed in classroom
*Work not turned in at the beginning of class on the day after it is due will be graded for half credit


7. Supplies and Materials Needed:
Notebook/paper, pencil/pen, assigned text, calculator, science project board (3rd Quarter)

8. Homework Policy and Grading Scale:
*Most work is due the day it is assigned, as time is allowed in class.
*Work not turned in at the beginning of class the day after it is due
will be graded for half credit.
*Assignments with grades under 60% may be done again in PATHS
to be graded at 80% credit (per PATHS policy).
*Very few, if any, bonus points are offered during the year.

GRADING SCALE

100-97 A
96-93 A-
92-90 B+
89-85 B
84-82 B-
81-78 C+
77-71 C
68-70 C-
67-66 D+
65-63 D
62-60 D-
59-00 F


9. Extra Help:
*The school PATHS program operates from 3:00-5:00 each afternoon,
Monday-Thursday. Science day is on Tuesday.
*With advance notice, I can stay after school from 3:00-4:00 most
days if a student needs individual help on a specific science topic.


10. Time and Place to be Reached by Parents:

Telephone: (573) 562-7521
Plan Time: 9:09-9:59 2nd hour
Email: kcureton@westco.k12.mo.us