Chapter 5 HW

1. C5S1 - vocabulary, reading check, self check # 1,3,4;  PS Explain p. 138

2. C5S2 - vocabulary, reading check, blue questions, self check #1-7

Science Article review

http://kids.nationalgeographic.com/kids/stories/spacescience/snowfences/

Snow Fences: How One Science Fair Project Snowballs Into Something Big

 

 

After each storm, Erica David measured the depth of drifts to compare how her fences captured snow.

Photograph by Elizabeth David

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Erica David lives in Pinedale, Wyoming, where winter can bring temperatures of minus 35 degrees Fahrenheit (minus 37 degrees Celsius), howling winds, and one heck of a lot of snow. So it was just natural that she chose to study snow for her school science fair in sixth grade.

Now a junior in high school, Erica is in her sixth year of snow experiments, and is well on her way to becoming a snow expert. She started with a basic question: Could snow fences be built to work better?

These important structures (see photos) are used to keep snowdrifts from covering areas like roads or train tracks or to help build up snow where it can help with water shortages in spring when it melts. “Also, I wanted to protect my animals better from blowing snow,” says Erica, who raises goats, sheep, and pigs.

Before she could test fence designs, Erica had to figure out what would act like real snow in her experiments. “I tested flour, sugar, and detergents,” she explains. “I used a wind tunnel to see which of them acted most like snow blown into a fence.” She settled on Cascade dishwasher powder.

Science fairs offer the opportunity to test hypotheses, present findings to judges, and meet other budding researchers. Erica’s many accomplishments include competing at the Discovery Channel Young Scientist Challenge for middle school students and the Intel International Science and Engineering Fair, where students from around the world present their science research.

But perhaps the best reward is that her research is already being put to good use. She has come up with an improved snow fence design, and this year she’s helping figure out how to provide water supply to native sage plants, which have been killed off by drilling at nearby natural gas fields. When the drilling is done, Erica hopes to contribute to the work of bringing back the natural habitat, work known as “land reclamation.”

“Science fairs are an amazing experience,” says Erica. “Just pick your true passion and go for it.”

For more about Erica’s work, read "Snow Traps" by Emily Sohn.

---REMEMBER---

•Science Articles  

•Read a science based article.  You can get your information from a newspaper, magazine or internet. 

•Remember, science articles are due everyFriday!

• Follow these simple steps to make an A!

•1) Summarize the article in 5-7 sentences (i.e. What is the main idea?  Include a topic sentence or thesis statement.)

•2) How does this affect us?

•3) Why is this important?

•4) How is this science related?

•5) How is this related to what we are studying in class?

•6) Pick a science word and write its definition.  Use a dictionary orwww.dictionary.com

•7)  Draw a picture!

Portfolio #2

- 1 Science Article each from September, October, November, December, January
- Ch. 3 Work Quiz
- Ch. 3 Test
- Previous Tests and Quizzes

Chapter 4 - States of Matter

Chapter 4 - States of Matter

The motion of particles helps to explain the phases (states) of matter.   

molecules of solid            molecules of liquid                     molecules of gas

States of Matter

Matter is anything that has mass and takes up space.  Our food, drinks, homes, pens, and even our bodies are made up of matter.  There are three states or phases of matter that are important to us: solids, liquids, and gases.

Solid water = ice             Liquid water = fluid water   Gaseous water = water vapor

Solids

1.    Solids can turn into liquids.

2.   Solids have a definite shape.

3.   Solids have a definite volume.

Liquids

1.   Liquids have a definite volume.

2.   Liquids do not have a definite shape; they take the shape of their container.

3.   Liquids can turn into either a solid or liquids can turn into a gas.

Gases

1.   Gases can turn into liquids.

2.   Gases do not have a definite shape.

3.   Gases do not have a definite volume.

4.   Most gases are invisible.

Chapter 4 - HW

1. HW – c4s1 – vocabulary, bq, rc, sc #1-4

2. •HW – PS Clarify p.104

PS Design p. 106

3. C4S2 – Vocabulary, BQ, RC, SC #1-4,6

4. p. 103 - Changing States of Matter foldable

5. pp. 130-131 Ch. 4 Review - 1,2,5,6,11,13-15,21,22,25