Chapter 1 Homework List

*Homework*

Homework is to be done in your Science Notebook unless you are notified about a change.  You must date and label each assignment.  Mr. C may check your HW the next day, or I may check it during a notebook check, but it WILL be graded.  Incompletion of HW assignments may lead to a HW Party after school on Friday!

1. HW – Add 10 more words to each list: physical science, earth science, life science.

2. Chapter 1 Section 1: Vocabulary, Reading Check, Blue Questions, Self Check 
#1,3-5 

3. C1S2 pp. 12-20 vocabulary, blue questions, reading check, self check Q/A #1,2;  Mini-Lab p. 14; Applying Math p. 17

4. Textbook Scavenger Hunt

5. C1S3:   vocabulary, blue questions, reading check, self check Q/A #1,2,6
6. C1S4:   vocabulary, blue questions, reading check, self check Q/A #1 
7. HW – Ch. 1 Review

     p. 35 Visualizing Main Ideas

     pp. 36-37 Ch. 1 Review #1-3,5,6,9-11,13-18, 21, 23, 25, 28

*Portfolio*

1. Scientific Summer Essay

2. Science Article #1


***BONUS***
Click on the following links, complete each fun quiz, get an additional point added to your Homework grade for each fun quiz completed.  Copy/Paste your answers into an email or an Engrade message to me.  There are FOUR possible Bonus Points; collect them all!!! :) :) :)

Remember to include your NAME and CLASS NUMBER in your submitted answers.

1. http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit1/chapter1/section1/section_quizzes_-_english.html#quest8

2. http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit1/chapter1/section2/section_quizzes_-_english.html

3. http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit1/chapter1/section3/section_quizzes_-_english.html

4. http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit1/chapter1/section4/section_quizzes_-_english.html

LAB #14 – Using a Microscope

A microscope is an instrument to see objects too small for the naked eye. The science of investigating small objects using such an instrument is called microscopy.  Microscopic means invisible to the eye unless aided by a microscope.  There are many types of microscopes, the most common and first to be invented is the optical microscope which uses light to image the sample.

Problem

      How can we tell the difference between salt and sugar?

Hypothesis

Materials

Microscope

Salt

Sugar

Celery leaves

Various slides

  

Procedure

1.             Make observations of salt and sugar at different degrees of magnification. 

2.             Make observations of celery leaves at different degrees of magnification.

3.                                 Make observations of various slides at different degrees of magnification.

Results

	Observations with no magnification
Salt		Sugar

	Observations at 40X magnification
Salt		Sugar

	Observations at 100X magnification
Salt		Sugar

	Observations with no magnification
Celery leaves	Human hair	fingernail

	Observations of various objects with 40X magnification
Celery leaves	Human hair	fingernail

	Observations of various objects at 100 X magnification
Celery leaves

	Observations of various objects at 100X magnification
Celery leaves

 Analysis

1.         How did the microscope assist you in visualizing the various objects?

2.         Why does the microscope stage have a hole in it?

3.         Which parts of the microscope enlarge the image of the specimen?

4.         If the specimen appears blurry, what should you do first?

5.         Describe the correct way to carry a microscope.

    

 Conclusion

1. Label the following parts of the microscope:

1.          Eyepiece lens

2.          Coarse Focus

3.          Fine Focus

4.          Objective lens

5.          Arm

6.          Stage

7.          Base

**BONUS POINTS**

**BONUS POINTS**

`1. Go check out this website and play 1 game for 1 point, 2 games for 2 points or 3 games for 3 points that will be added to your next Test score.  Write a brief summary of each game played in your notebook.

http://powermylearning.com/directory/science/biology

Grade Level 6-8

2.  Take the C8S1 Review Quiz.  Write the answers in your Notebook or copy/paste them into an email/engrade.
http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit3/chapter8/section1/section_quizzes_-_english.html

3. How many pairs in how many tries?
 http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit3/chapter8/interactive_tutor.html

4. Take the Chapter 8: Life's Structure and Classification review quiz for extra credit!

http://glencoe.mcgraw-hill.com/sites/0078771285/student_view0/unit3/chapter8/chapter_review_quiz_-_english.html

Lab #12 – The Celery Experiment

Lab #12 – The Celery Experiment

Problem

How does a plant get water from its roots to its leaves?

Hypothesis 

Materials

Celery

Celery seeds

Food coloring

Water

Plastic cup

Scissors

Ruler

Hand lens

 Procedure

1.          Make observations of your celery seeds in the Results.

2.          Make observations of your celery stalk in the Results.

3.          Cut about 2.5 cm off the bottom of the celery stalk and make observations on the celery stalk’s cross section.

4.          Fill up a plastic cup with 250 ml of water and add two drops of food coloring.  Put your celery stalk, cross section down and leaves up, into the cup of colored water. 

5.          Make observations on your celery stalk experiment.  Make sure to include color and other details such as height, number of leaves, width of cross section, etc.

  

Results

Observations on the celery seed	Observations on the celery seed 10X

Observations on the celery stalk	Observations on the celery stalk 10X

Observations on the celery stalk’s cross section	Observations on the celery stalk’s cross section 10X

Observations on the celery stalk in colored water	Observations on the celery stalk in colored water 10X

Analysis

1) What happened to your celery stalk overnight?

2) How do you know that the water reached the top of the plant (celery stalk)?

3) Look for small circles at the bottom of the stalk that are the color of the food coloring you used. (These circles are xylem, the tubes that carry water up the plant.) Draw pictures and make observations about the xylem in your celery.

  

Observations on the celery stalk in colored water

Conclusion

Prospect Park Zoo Science Article

Prospect Park Zoo Science Article

At the zoo, you will see placards with information about the various organisms in their habitats.  You will write a science article which will include the following information: kingdom, common name, scientific name, habitat, and how it acquires its needs: food, water, shelter.  In regards to food, what kind of consumer is it? i.e. herbivore, carnivore, omnivore, decomposer, etc.  What kinds of animals does it prey upon?  What kinds of animals are its’ predators? 
 Follow these simple steps to make an A!
1) Summarize the information placard in 5-7 sentences
2) How does this affect us?
3) Why is this important?
4) How is this science related?
5) Pick a science word and write its definition.  Use a dictionary or www.dictionary.com
6) Draw a picture!
(minimum length: one full page written, one full page picture)

Lab #11 – The Cell and its Organelles

Lab #11 – The Cell and its Organelles

Problem

How do plant cells differ from animal cells?

Hypothesis

Materials

3 zip-loc bags

Gelatine

Water

Frozen vegetables

  

Procedure 

Animal Cell

1. Pour the gelatine mixture (cytoplasm) into the plastic bag. 
2. Add the cauliflower (nucleus) and mixed vegetables (organelles), but not the green beans!
3. Draw a picture and label your cell in your results.

Plant Cell

1. Pour the gelatine mixture (cytoplasm) into the plastic bag.
2. Add the cauliflower (nucleus) and mixed vegetables (organelles), including the green beans (chloroplasts).
3. Put the plastic bag cell into another plastic bag (cell wall).
4. Draw a picture and label your cell in your results.

Results

Animal Cell	Plant Cell

Analysis

1. Compare/Contrast your plant and animal cells.

2. Predict what would happen to a plant cell if it were to lose its chloroplasts.

3. Explain the importance of the nucleus in both cells.

4.       4. On your gel cells, what is representing the cell membrane?      How is the cell membrane like your skin?

_____________________________________________

  

Conclusion

  

MOSL Q/A Rubric

1.  Evaluate others’ work – There is a mistake!  What is it?

a.  Limitations

b.  Use data and evidence from the experiment

2.  Formulate a testable question

a.  Independent Variable and Dependent Variable

b.  Is your question testable?

3.  Formulate a Hypothesis

a.  What’s your rationale?

b.  Include the I.V. and D.V.

c.   Details!

4.  Design a Procedure

a.  Must test the hypothesis, I.V. – D.V.

b.  Orderly sequence

c.   Multiple trials

5.  Supports Claim

a.  Is your procedure > Q’s procedure

b.  How/Why was the variable isolated and controlled?

Chapter 8 HW

1. C8S1: reading check, blue Q/A, vocabulary, self check # 1-4 and copy the Summary

2. Chapter 8 Section 3 

Vocabulary, blue question, reading check, self check # 2-5

Lab #10 – Tracking Hurricanes

Hurricanes are classified according to the Saffir-Simpson Scale, which categorizes the storms from one to five depending on sustained wind speed, height of storm surge, and extent of damage. Some of the specifics for each hurricane category are listed in Table 1. The National Weather Service issues a hurricane watch when there is a threat of hurricane conditions within 24 to 36 hours. They issue a hurricane warning if hurricane conditions are expected within 24 hours.

Problem

Can New York City be affected by a hurricane?

Hypothesis

Materials

Pencil

Atlantic Basin Hurricane Tracking Chart found at http://www.nhc.noaa.gov/AT_Track_chart.pdf

Procedure

Part A—Historical Hurricanes

1. Familiarize yourself with the classifications of hurricanes according to the Saffir-Simpson Scale in Table 1.
2. Read about some major hurricanes of the past, which are described in the Data and Observations section.
3. Use the Saffir-Simpson Scale to classify each of the historical hurricanes described in the Data and Observations section. Write the category number in the space provided next to each description.

Part B—Hurricane Tracking

1. Use the data in Table 2 to plot the course of a hurricane. Start by plotting the storm's location on Day 1 on the Hurricane Tracking Chart in Figure 1.Mark the hurricane's location with a dot, and label it as Day 1.
2. Considering only wind speed, classify the storm as a tropical storm or a hurricane. If the wind speed is less than 119 km/h, consider it a tropical storm. If the wind speed is 119 km/h or more, use the Saffir-Simpson Scale to decide what category describes the hurricane on this day. Write your observations in Table 2.
3. Plot the storm's location at Day 2, label the dot, and connect the two dots with a straight line. Classify the storm as described in step 2.
4. Consider that you are a forecaster with the National Weather Service. You must issue a hurricane warning to any land 24 hours before the center of a hurricane passes over it. Decide if you should issue a warning on Day 2. If yes, what areas would you warn? Write your observations in Table 2.
5. Repeat steps 3 and 4 for the storm's duration.

Part A

Data and Observations

____ Hurricane Fran moved into North Carolina's southern coast in September 1996. Total damages from the hurricane exceeded $5 billion. Hurricane Fran had sustained winds of approximately 184 km/h and gusts as high as 200 km/h. ____ The Halloween Storm of 1991 has been called the "perfect storm." It packed sustained winds of 120 km/h. ____ Hurricane Bertha pounded the southeast coastline as well as the Bahamas in July 1996. The storm had winds peaking at 184 km/h. ____ When Hurricane Andrew slammed southern Florida in August 1992, it was the most costly natural disaster in United States history, with about $26 billion in damage. The storm killed 26 people and destroyed more than 25,000 homes. Its wind speeds are now thought to have reached up to 265 km/h. ____ Hurricane Celia hit Texas in August 1970, causing $1.6 billion in damage. The storm was characterized by very high winds that damaged an airport and destroyed a nearby mobile home park. Its highest estimated wind speed was around 257 km/h. ____ Hurricane Camille, which hit the Gulf Coast and then swerved east toward the Carolinas in August 1969, was the fifth most costly disaster in United States history with damages of $5.2 billion. Camille caused the death of 250 people. Its sustained wind speeds reached 320 km/h. ____ Hurricane Katrina, which devastated New Orleans in 2005 was the costliest hurricane, as well as one of the five deadliest, in the history of the United States. Among recorded Atlantic hurricanes, it was the sixth strongest overall.  Katrina made landfall Aug. 29 with top sustained wind of about 201 km/h.

 

Table 1

Saffir-Simpson Hurricane Scale
Category	Wind Speed (km/h)	Effects
One	119-153	No real damage
Two	154-177	Some roof and window damage
Three	178-209	Some structural damage to small residences; mobile homes destroyed
Four	210-249	Extensive building failures
Five	greater than 249	Complete roof failure on buildings; some complete building failures

Part B

Day	Latitude (°N)	Longitude (°W)	Wind speed (km/h)	Type of Storm	Issue warning? Where?
1	15	47	56
2	17	53	80
3	18	57	112
4	21	60	144
5	23	64	160
6	23	69	232
7	25	74	216
8	27	78	216
9	32	79	168
10	41	74	96
11	45	67	72
12	48	56	64

Analysis

1. Which of the storms described in Part A were category five hurricanes?

2. What information did you use to classify each of the storms?

3. Describe the conditions that led you to issue a hurricane warning.

4. Did the center of the storm pass over the areas to which you decided to issue warnings?

5. When did the hurricane tracked in Part B reach the status of a category three hurricane? (Hint: The data presented in Table 3 shows one measurement for each day of the storm.)

6. Did the hurricane that you tracked in Part B show characteristics of every category described by the Saffir-Simpson scale?