Charlotte Amalie High School Science Department

Build a Motion Project (Windmill Fan)

Objectives: In this project, students will be able to:

Construct a windmill fan

Relate the force of the wind to the motion of the windmill fan.

Materials: square piece of paper blu-tac, knitting needle or sharp pencil, paper fastener, bead

(the center hold should be wide enough to slide onto the paper fastener), drinking straw.

Instructions:

1) Cut around the outside edges of the square and decorate your piece of paper front and back

(eg. use bright colors, glitter, patterns).

2) Fold the paper in half along one dotted line, and then unfold the paper again. Repeat for the

second dotted line.

3) The point where the two folds meet is the center of your paper. From the center measure,

4cm along each fold and mark a pencil dot. Cut along the folds from each outside corner into

the dot.

4) Roll some blu-tac into a ball and place it under the center spot of your paper. Use a knitting

needle or sharp pencil to push a small hole through the center. Do the same on one side of each

corner as marked on the paper.

5) Fold each of the corner pieces in towards the center so the holes line up with the hole in the

middle. Push a paper fastener through all five holes.

6) Thread a bead onto the back of the paper fastener. This will stop the paper wings of your

windmill rubbing against the straw and help it spin better.

7) Measure down 2cm from the top of your straw and using the same method above; make a

small hole going through the front and back.

8) Push the paper fastener through the hole and fold the ends back to hold your windmill

together.

Rubric for Grading:

Charlotte Amalie High School Science Department

Newton's Law of Motion Brochure

Objectives: In this project, students will be able to:

Interpret Newton’s three laws of motion by creating a brochure.

Describe the Laws of motion through the information in the brochure.

Assignment: Construct an informative brochure covering Newton’s Three Laws of Motion.

The front cover should have a picture of Newton, a brochure title, your name, my name, and your block. The back cover of the brochure should have a short biography of Isaac Newton. Each page of the tri-fold brochure (1 page for each law) should have the specific law defined, a picture (photo, picture, or drawing) illustrating the Law, formulas when applicable, and a description of how the picture represents the law (draw vectors to represent forces when applicable.) Students should cite any sources used to make the brochure: notes, textbook, internet sites, etc.

How to make a brochure in Microsoft Publisher?

1. Click File, and click New.

2. Scroll through the options, select a brochure you like, and click Create. If you do not see

one, search for “Brochure” in the Search window and select one from the results.

3. Click in any area of the brochure and begin typing over the placeholder text.

4. Right-click any picture, select Change Picture, and make the appropriate selection to add

images.

5. Repeat as desired, until the template is complete.

6. Click File, then Save As, type a name for the file, and click Save.

Charlotte Amalie High School Science Department

Conservation of Energy Interview

Objective: Student will be able to: acquire information about the condition of energy sources on

island.

Assignment: Interview a local Water and Power Authority (WAPA), Department of Planning and

Natural Resources (DPNR), Coastal Zone Management (CZM) person in order to find out the

following:

1. Identify energy and water conservation- using equipment and practices

2. Check energy efficiency ratings- water conservation ratings and how building and

equipment’s are operated and maintained

3. Recommended ways to conserve energy and water

Interview:

1. Create 15 questions for the interview that will help accomplish your objective. Four of

those questions should cover demographics (What is your full name? Where do you work?

What is your position? How long have you been working at _____? etc.). Eleven questions

should be related to the objective of your interview. (What is being done to conserve

energy? What are ways you recommend to conserve both energy and water? etc.).

2. Make an appointment to interview WAPA, DPNR, CZM personnel with knowledge of

energy and water conservation.

3. Interview person in a timely manner. Be polite and use proper interviewer skills.

4. Type the questions and write out the answers given by the interviewee.

5. After the interview, have the interviewee sign and date the bottom of the interview sheet.

6. Turn in interviews questions and answers to teacher.

Charlotte Amalie High School Science Department

Wave Types Poster

Objectives: Students will be able to:

Compare and contrast in visual form the following waves: transverse, longitudinal and surface waves.

Assignment: Create a science poster regarding wave types. The poster must compare and contrast

the properties of transverse, longitudinal and surface waves. Explain, label and use graphics,

illustrations or drawings to depict this investigation.

Science Poster Rubric

CATEGORY 5 4 3 2 Score

Graphics -

Clarity

Graphics are

all in focus

and the

content easily

viewed and

identified

from 6 ft.

away.

Most

graphics are

in focus and

the content

easily viewed

and identified

from 6 ft.

away.

Most

graphics are

in focus and

the content is

easily viewed

and identified

from 4 ft.

away.

Many

graphics are

not clear or

are too small.

Graphics -

Relevance

All graphics

are related to

the topic and

make it easier

to

understand.

All borrowed

graphics have

a source

citation.

All graphics

are related to

the topic and

most make it

easier to

understand.

All borrowed

graphics have

a source

citation.

All graphics

relate to the

topic. Most

borrowed

graphics have

a source

citation.

Graphics do

not relate to

the topic OR

several

borrowed

graphics do

not have a

source

citation.

Labels All items of

importance

on the poster

are clearly

labeled with

labels that

can be read

from at least

3 ft. away.

Almost all

items of

importance

on the poster

are clearly

labeled with

labels that

can be read

from at least

3 ft. away.

Several items

of

importance

on the poster

are clearly

labeled with

labels that

can be read

from at least

3 ft. away.

Labels are

too small to

view OR no

important

items were

labeled.

Content -

Accuracy

At least 7

accurate facts

are displayed

on the poster.

5-6 accurate

facts are

displayed on

the poster.

3-4 accurate

facts are

displayed on

the poster.

Less than 3

accurate facts

are displayed

on the poster.

Attractiveness The poster is

exceptionally

attractive in

terms of

design,

layout, and

neatness.

The poster is

attractive in

terms of

design,

layout and

neatness.

The poster is

acceptably

attractive

though it

may be a bit

messy.

The poster is

distractingly

messy or

very poorly

designed. It is

not attractive.

Grammar/

Spelling

There are no

mistakes on

the poster.

There is 1-3

mistakes on

the poster.

There are 4-6

mistakes on

the poster.

There are

more than 6

mistakes on

the poster.

Total

Charlotte Amalie High School Science Department

Electrical Charge and Force PowerPoint

Objectives: Students will be able to:

Create and manipulate a multimedia (MS PowerPoint) presentation

Explain electric charge and force by utilizing MS PowerPoint slides

Requirements:

Create a ten slide PowerPoint. The first slide should include your name, the class and the

title. Use the main detailed of this section (Electric Charge and force and Current) to

create the body of your PowerPoint.

Use of color and text about your topic should be evident on every slide.

Be ready to present.

How to make a Power Point?

Step 1: Open Microsoft PowerPoint.

Step 2: Go to File at the top of the screen and click New. A box that says “New Presentation” should appear on the right side of your screen.

Step 3: In the “New Presentation” dialog box, click on “From Design Template.” You may then scan through design templates and choose one that you like.

Step 4: Slide Design Select a design template by clicking on the template you like. You may choose a different color for your template by clicking on “Color Schemes” in the “New Presentation” dialog box.

Step 5: Slide Layout Change the Slide Layout. You may change the slide layout (how information is presented in the slide) by going to the top of the screen and clicking on “Format” – “Slide Layout.” A box will appear on the right side of your screen (where “New Presentation” appeared) labeled “Slide Layout.” You may select a design by clicking on it.

Step 6: Adding Text Enter your text by clicking and then typing in the box titled “Click to Add Text” or “Click to Add Title.”

Step 7: Adding Pictures You may add pictures by clicking on the box that says “Click to add content.” Inside that box, there will be a smaller box with six icons. Click on the icon that looks like a photograph of a mountain. A new window will open, allowing you to browse for a picture on your computer or a CD. Once you find your picture, click on it and then click “Insert.”

PowerPoint Rubric

Exemplary Accomplished Developing Beginning

Organization Information

presented in

logical,

interesting

sequence

Information in

logical sequence

Difficult to

follow

presentation--

student jumps

around

Cannot

understand

presentation--

no sequence of

information

Subject

Knowledge

Demonstrates

full knowledge

by answering all

class questions

with

explanations

and elaborations

At ease with

expected

answers to

questions but

does not

elaborate

Uncomfortable

with information

and is able to

answer only

rudimentary

questions

Does not have

a grasp of the

information.

Cannot answer

questions

about subject

Graphics Explain and

reinforce screen

text and

presentation

Relate to text

and presentation

Occasionally

uses graphics

that rarely

support text and

presentation

Uses

superfluous

graphics or no

graphics

Research Uses a variety

of sources in

reaching

accurate

conclusions

Uses a variety

of sources in

reaching

conclusions

Presents only

evidence that

supports a

preconceived

point of view

Does not

justify

conclusions

with research

evidence

Screen Design Includes a

variety of

graphics, text,

and animation

that exhibits a

sense of

wholeness.

Creative use of

navigational

tools and

buttons

Includes a

variety of

graphics, text,

and animation.

Adequate

navigational

tools and

buttons

Includes

combinations of

graphics and

text, but buttons

are difficult to

navigate. Some

buttons and

navigational

tools work

Either

confusing or

cluttered,

barren or stark.

Buttons or

navigational

tools are

absent or

confusing

Oral

Presentation

Elocution/Eye

Contact

Maintains eye

contact and

pronounces all

terms precisely.

All audience

members can

hear

Maintains eye

contact most of

the time and

pronounces

most words

correctly. Most

audience

members can

hear

presentation

Occasionally

uses eye contact,

mostly reading

presentation,

and incorrectly

pronounces

terms. Audience

members have

difficulty

hearing

Reads with no

eye contact

and incorrectly

pronounces

terms. Speaks

too quietly

Charlotte Amalie High School Science Department

Create a No Magnet Motor

Objectives: Students will be able to:

Create a motor without a magnet

Explore the concepts of electricity, magnetism, armature, polarity, DC motor

Materials/ Instructions:

No Magnet MOTOR RUBRIC

The operation of the No Magnet Motor is assessed by a 10 point scoring rubric.

Distinguished

(10 points)

Proficient

(7 points)

Developing

(4 points)

No Attempt

(0 points)

During a fixed 30

second period the

motor runs

continuously for at

least 20 seconds. A

gentle push may be

used to start the

motor spinning.

During a fixed 30

second period the

motor runs

continuously for at

least 20 seconds with

3 or less adjustments

from the student,

other than a gentle

push to start the

motor spinning.

During a fixed 30

second period the

motor did not run

continuously for 20

seconds. OR The

student made four or

more adjustment to

make the motor for

20 seconds.

The student did not

construct a motor or

was unwilling to

operate the motor.