Thursday/Friday, 30/31 August, 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:

Alex and Jennifer conducted an experiment to test reaction times in grabbing a meter stick after it is dropped. They each tested 15 friends. Alex dropped the meter stick for his friends and Jennifer dropped the meter stick for her friends while the other one timed the reactions. Jennifer's friends reacted, on average, 0.9 seconds faster than Alex's friends. Jennifer concluded that her friends were faster. Which of the following should she do next to check her results?

Some classes reviewed home learning 2. All classes should have been assigned home learning 3, which is to read pages 12-21 in their interactive text and complete all pages. They are to write out the answers for pages 18 (Apply it! #2-3) and page 19 (Challenge) on loose leaf paper to be submitted. While some classes have already submitted their answers, other classes must turn this in the first day class is held next week.

All classes should have viewed the BrainPop movie Measuring Matter. You can view the movie by clicking the following link: BrainPop Measuring Matter. On the list, find the title Measuring Matter, and wait for the video to load, then click watch the movie. See how well you do on the quiz!

By now, all students should have their interactive science notebook completed for notes on Safety and on Mass, Weight, Volume, and Density. Be sure you've drawn something to represent each term, and use color. Make sure your questions and summaries for each topic are complete. Also, be sure you've pasted in the information for pages 1-4 and keep page 1 on your assignments updated.

Some students practiced finding mass using the triple beam balance. Others will learn this skill next week.

There is no home learning this week other than to make sure your notebook is complete, including the cover art.

Tuesday-Wednesday, 28-29 August, 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:

When a scientist conducts an experiment, it is important that he or she maintains accurate

records and shares the results with other scientists. If this does not happen, or if other

scientists are not able to replicate the results, what would most likely be the consequence?

A. The scientist will lose credibility with other scientists and society.

B. The scientist will be able to publish the results in fewer scientific journals.

C. Nothing will happen, since the purpose of science is to find answers, no    

     matter how they are found.

D. The scientist will actually become more successful if she is the only one able to produce     

      the results.

Students reviewed HL 2 and received instructions for HL 3. Students should read pages 12-21 in their interactive text. They should answer ALL questions in the book. On loose leaf paper, students should answer the Apply It! on page 18 (2-3) and the challenge on page 19.

Students in some classes completed the science safety notes, which they can review by looking at the blog from August 24/25. The notes should be placed on a Cornell notes page, and the proper questions and review should be done. Use the one on line as a template to determine how to do your notes. This should be on page 13.

Students in some classes also worked on the notes for mass, weight, volume, and density. These will be continued tomorrow for those that did not complete the notes or study sections of the notes.

Thursday/Friday August 23/24, 2012

This is how your safety notes should be set up in your notebook. Be sure to put the date, topic, and page number in your table of contents.

You only need one copy of this picture. Fill in the spaces next to each students and indicate what each is doing incorrectly or unsafely. Be sure to make a Cornell notes page and use this handout as the basis for the notes. Also, complete the three questions, along with color, and complete the summary at the bottom of the page. A sample completed page can be found at the top of this blog.

Students will be able to:
-describe safe lab behaviors.
-differentiate between the meaning of weight and mass.
-describe density and calculate and compare the densities of various materials using the materials' masses and volumes.

Students completed the following bell ringer:

Emily claims to have made a new scientific discovery. However, while conducting her experiments, she did not keep accurate records or data. What should happen next? Students reviewed safety rules and regulations in the science classroom, and completed a Cornell notes on the topic, using the handout found at the top of this page. Students viewed Discovery Education videos on mass and weight, volume, and density. Students then took notes on mass, weight, volume, and density. These notes will be pasted in the notebook next week. Remember, HL 2 is due in class next week.

Saturday, August 25, 2012

Eighth grade students:

Here are the pages for the front of your notebook. You will find the pages for the back of the notebook listed under the blog for Sunday, August 26, 2012.

For the inside front cover

For the inside back cover

page 1

Page 10

Page 11

Page 12

Page 2

Page 3

Page 5

Page 6

Page 8

Page 4

Page 7

Page 9

Table of Contents for first page

Wednesday, 22 August, 2012

Students will be able to:

-justify why it is important to be organized and observe rules in a science class.

-identify how science is useful in solving everyday problems.

-critique laboratory activities for safety.

Students completed the following bell ringer:

Gregor Mendel was able to figure out a great deal about how traits are passed from one generation to the next by studying garden peas. He grew thousands of pea plants and counted and recorded the traits of all the peas they produced in order to do this. Why did Mendel grow and use so many peas to conduct his experiment?

A. Having many replicates in an experiment decreases the possibility that chance will affect the outcome. B. Many pea plants are identical, so in order for Mendel to ensure variety in his findings, he had to use thousands of pea plants. C. Other scientists do not need to repeat the experiment if there is sufficient data gathered during the initial experiment. D. Mendel was overly cautious and grew far more peas than he really needed in order to prove his hypothesis

Students' notebook covers were checked. 

Textbooks were distributed. Students were instructed to read pages 290-295 and answer ALL questions/complete ALL information in the text. They are also to write the following on loose leaf paper, correctly headed:

Home learning 2: page 294 do the math (1-3) and page 295 (Virtual lab-Using Density)

HL 2 is due in class on Monday/Tuesday.

Students worked in their interactive notebooks and are responsible for pasting all pages in the front. The notebook should be completed by Monday/Tuesday of next week.

Students began a discussion in the differences between mass and weight.