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

LAB #6 – Measurement: Volume

Introduction

Volume is the amount of space occupied by matter - solid, liquid, or gas.

Volume is measured in units: cm³ for a solid, mL for a liquid. 

Problem

-         A: How can we find the volume of a rectangular block? 

-         B: How can we find the volume of an irregularly

           shaped object?

Hypothesis:

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Materials

-         Various sized blocks, irregular shaped objects, ruler, graduated cylinder

Procedure A

 1) Use a metric ruler to measure the dimensions of your rectangular objects; measure to the nearest tenth (0.1) cm.
 2) Calculate the volume in cm³ of your rectangular object by multiplying the length (cm) times the width (cm) times the height (cm). V = L x W x H
 3) Record your measurements in the data table.

  

Results

Data Table: Volume of rectangular objects
        

Object	length (cm)	width (cm)	height (cm)	Volume (cm3)
A
B
C
D

V = L x W x H

cm³ = (cm)(cm)(cm)

 Procedure B

Use a graduated cylinder to measure the volume of an irregular shaped solid. 
1. Fill the graduated cylinder to 50 mL and record this into your notebook.  This is your initial volume.
2. Carefully drop the object in on an angle.  The object will displace water (push water up to make way for the object) which will rise to make a new volume.
3. Subtract your initial volume from the new water level.
 New Volume --------------à                _____mL
 Initial Volume ------------à                 _____mL
Volume of irregularly shaped object: _____mL

Now, check to see if you’ve measured correctly using the Volume of a sphere equation:  

Volume of sphere using equation:_____cm³

Analysis

1) What is the maximum volume you can measure with this graduated cylinder?

2) What is the smallest volume you can measure with this graduated cylinder?

3)  Determine the value of the minor grids on the cylinder.  i.e. how many mL does each line equal?

4) If you had a large enough sized graduated cylinder, could you use it to measure the volume of your blocks?  What problems may you encounter when trying this?  

5) Define "displacement" in your own words.

6) What are the volumes of the following objects? (Don't for get units!)

a. silver cylinder = ______

b. ring = ______

c. fish = ______

d. rock = ______

 Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.

Complete the following worksheet in your lab workbooks:

http://www.jabe.com/docs/Graduated%20Cylinder%20Worksheet.pdf

Asteroids, Comets, and Meteors Online Exploration

https://www.brainpop.com/science/space/asteroids/
https://www.brainpop.com/science/space/comets/
https://www.brainpop.com/science/space/solarsystem/
http://discoverykids.com/games/asteroid-comet-or-meteor-quiz/
http://www.neok12.com/Comets.htm
http://www.astro.umass.edu/~arny/jquiz10.html
http://easyscienceforkids.com/all-about-comets-meteors-and-asteroids/
http://www.wartgames.com/themes/science/comets.html
http://www.amnh.org/explore/ology/astronomy

LAB #5 – Simple Machines Help Us

Problem: How do simple machines help us?

Hypothesis:

Materials: various simple and compound machines

Procedure:

Results:

Name of the object					Purpose of the object		What kind of simple machine/s is it?	Draw a picture of the object
1. Plastic drink top
2. chemistry tongs
3. cooking thermometer
4. scissors (2)
5. light bulb and clamp (3)
6. plastic car (2)
7. spray bottle (2)
8. staples
9. clip on clipboard
10. flashlight
11. tape and dispenser (2)
12. rolling pin
13. nails (on wall)
14. screw (in wall)
15. stairs
16. stapler
17. triple beam balance (3)
18. crazy coaster track
19. cabinet drawer track
20. wheel on push cart
21. blinds
22. hammer (2)
23. test tube holder
24.
25.
26.
27.
28.
29.
30.

  

Analysis:

1) How do simple machines make our lives easier?

               

2) Pick three of the objects from the lab and explain how it would be like without them?  How would you accomplish the tasks they help us with without them?

3) Go to your data table and label the fulcrum for each of your levers.

                

4) Find three simple machines at home and add them to your Results.

Conclusion

What was your problem?

Restate your hypothesis.  Was it right? wrong?  why or why not?

What did you learn in this lab?

What did you like about this lab?

What were some challenges you had to deal with?

What could you do next with this problem?  What other tests could you perform?

Write down any other additional thoughts, observations, inferences, etc.