Wednesday, 12 September, 2012

These are the handouts that accompany the lab. Be sure to answer all questions using complete sentences.

Students will be able to:

-identify characteristics of physical changes of matter.
- identify characteristics of chemical changes of matter.
-recognize examples of physical and chemical changes.
-record observations of physical and chemical changes of matter.

Students completed the following bell ringer:

When an object moves, its energy changes form. When a ball bounces, it has changing amounts of potential energy and kinetic energy. Eventually, however, the ball will stop bouncing. Why does the ball stop bouncing?

A. The ball's energy gets used up each time it bounces.

B. The mass of the ball is too small to allow it to continue its own motion.

C. The ball's energy gets transferred to other energy types like heat and sound that don't help it bounce.

D. The pull of gravity is stronger than the energy in the ball, which makes the ball slow down to a stop.

Students reviewed HL 5.

Students completed a virtual lab on physical and chemical changes. The lab can be found at the following site:How are physical and chemical changes distinguished? You can see me for a copy of the handout for the lab. You

Monday/Tuesday, 10/11 September, 2012

Students will be able to:

-differentiate between physical and chemical changes.

-describe the motion of particles in solids, liquids, and/or gases.

-explain that adding heat to or removing heat form a system may result in a temperature change and possibly a change of state.

Students completed the following bell ringer:

For part of a project, Antonio is creating a poster to describe different ways energy is used in his home. Before he creates the poster, he makes several observations of energy being used and writes them in his notebook.

Which of the following actions in Antonio's list describes potential energy being converted to kinetic energy?

A. An electric blanket is used to keep warm.

B. A microwave oven is used to reheat leftovers.

C. A lamp is turned on and used to read the paper.

D. A battery is used to operate a remote control car.

Students submitted and reviewed HL 4. They were assigned HL 5. STudents are to read pages 296-301 in their interactive text, completing all questions and sections. On their own correctly headed loose leaf paper, they are to answer all questions from pages 300-301. Be sure to put the topic heading BEFORE you answer the questions associated with it. For instance, write Arrowhead and THEN write the answers to that section. Write Tarnished Coins and THEN write the answers to that section. Also, copy and complete the chart.

Students completed the lab write up for Density of Rocks. They submitted their notebooks, which will be graded and returned as soon as possible. 

Students viewed the BrainPop movie Property Changes. To view the video, click the link Property Changes. They then read from the text, pages 296-299.

Thursday/Friday, 6/7 September, 2012

This is HL 4. Place your name and period on top of the sheet and hand it in the next class meeting. Be sure you follow the example in the first problem when completing the handout.

Students will be able to:

-determine why scientists use a standard measurement system.

-describe density and calculate and compare the densities of various materials using the materials' masses and volumes.

Students completed the following bell ringer:

Jenna's dog eats a mixture of dry and canned dog food. When she feeds him, she pours some dry dog food into a bowl and gets a can of dog food out of the pantry. She plugs an electric can opener into an outlet to open the can. To open the can, the can opener converts electric energy into what type of energy?

Students received HL 4, which can be found at the top of this blog. You received two sheets: complete one for the notebook and hand one in. Be sure to put your name and period on the sheet you hand in.

Classes that did not do the probe on Ice Cubes In A Bag completed the probe.

Classes that needed to complete reading of the tex did so, from section 1.2 on measurement.

Students then began the write up for the Density of Rocks lab. Below, please find a sample of how you should complete every lab, using the information for the Density of Rocks lab:

SC.8.P.8.3-Measure mass and volume of different types of rocks and calculate the density of the rocks.

Problem-Do all rocks have the same density?

Hypothesis-If different rock types are made of different minerals or have different mineral content, then the rocks will have different densities, because the minerals have different densities.

Variables

Independent (test) variable-different rocks with different minerals

Dependent (outcome) variable-mass, volume and density of rocks.

Control test-none

Constants-amount of water in the graduated cylinder.

Number of Trials-1

Materials: different types of rocks, beaker, pipet, water, triple beam balance, 100 mL graduated cylinder.

Procedures:

1. Before beginning, make sure the triple beam balanced is working correctly and is tuned.

2. Place a rock sample on the pan and find and record the grams.

3. Place 50 mL of water in the graduated cylinder and record the volume in the initial volume column on the table.

4. Add the rock to the test tube. Read and record the new water level in the column marked.

5. Subtract the  initial volume from the final volume and record the volume of the rock in the appropriate place.

5. Divide mass and volume to determine density.

6. Repeat steps 1through 6 to determine the density of the other rocks.

Data and Observations

Mass, Volume, and Density

Place a table with the columns: Rock Sample: Mass, g; Initial Volume, mL; Final volume, mL; Volume of rock, mL; Density of Rock, g/ML in your book and complete as you examine each rock sample.

We will work on Analysis of Data and Conclusions next week.

  

Wednesday, 5 September, 2012

Students will be able to:

-determine why scientists use a standard measurement system.

-describe density and calculate and compare the densities of various materials using the materials' masses and volumes.

Students completed the following bell ringer:

Valerie and Greg want to bake a cake. They mix the cake batter and preheat the oven. Once the oven reaches the right temperature, they pour the batter in a cake pan, put it in the oven, and close the door. They know that while the cake is in the oven, a chemical change that involves energy occurs. Which of these statements describes the amount of energy in the oven while the cake is baking?

A. The total amount of energy increases because the oven gets very hot.

B. The total amount of energy decreases because it changes into matter.

C. The total amount of energy stays the same, but it changes from one form to another.

D. The total amount of energy will either increase or decrease, depending on how much cake batter there is.

Students continued work from yesterday. Some completed the probe Ice Cubes In A Bag. Others began or continued work on the small group activities of measuring mass, volume, density, and determining a scientific question/hypothesis. Still others read and completed pages 12-14 in their text. Some classes also began an Explorelearning activity (GIZMO) on weight and mass.

There was no home learning assigned.