General+Science+-+The+Day's+Assignement

back =**The Day's Assignment**= August 28th - Introduction August 29th - Measuring Mass August 30th - Measuring Volume August 31st - Water Displacement September 5th - Measuring Length September 6th - Notes / Variables September 7th - Summer Sight Seeing Tour September 8th - September 11th - Notes / Chapter 1 Word Find September 12th - Speed and Acceleration Lab (Lab is due Monday) Objective: To determine how the angle of a ramp will effect the rate of acceleration of a car. Hypothesis: If...........then............... Data Table: Analysis Questions: 1. What two formulas are used in this lab? 2. What was the independent variable in the lab? 3. What was the dependent variable in the lab? 4. Define speed. 5. Define acceleration. 6. How many variables can you change during an experiment? 7. Keeping the angle of the incline the same, at what mark on the ramp would you see the highest speed? Why? 8. Is the speed uniform (the same) at every 10cm mark or does it change? Explain. 9. If we raised the ramp to an even higher hole, how would the speed and acceleration compare to the previous trial? 10. As the speed of the car increased, how was the acceleration affected? 11. Create a graph showing how the speed of the vehicle is affected by the angle. 12. Create a graph showing how speed and acceleration are related. 13. Sketch a graph by hand that would show negative acceleration. Your graph should include a title, labels and units on the axis. 14. Give the car a gentle push up the ramp from the bottom.The car will go up, slow down, and come back down. Is there a place where the speed of the car is zero? Is there a place where the acceleration of the car is zero? Explain your answer. September 14th - Notes on Force September 15th - Notes on Friction September 18th - Notes on Friction / Bill Nye Video - Friction September 19th and 20th - Friction on an Inclined Plane Objective: To determine how surface texture can effected the amount of force required to overcome the friction. Hypothesis: If...............then............... Data:
 * Angle || Distance || Time || Initial Velocity || Final Velocity || Acceleration ||
 * Extra Credit - Based on a True Story (Due September 15th)**
 * Surface || 5˚ || 15˚ || 25˚ || 35˚ || 45˚ ||
 * Surface 1 ||  ||   ||   ||   ||   ||
 * Surface 2 ||  ||   ||   ||   ||   ||
 * Surface 3 ||  ||   ||   ||   ||   ||
 * Surface 4 ||  ||   ||   ||   ||   ||

Analysis Questions for Lab report. 1. Define Friction. 2. Define Surface Texture. 3. What are the independent and dependent variables in this lab? Explain how you know which is which. 4. Why are the results different for each of the surfaces you pulled up the ramp? 5. Which surface had the most friction? Why? 6. Assume you were going to do the exact same procedure but were going to place a 1 Newton weight on the block. How would the results (mass required to pull it up the ramp) differed for each texture if at all? Why? 7. What could you have done in this lab to lessen the amount of weight required to break the firction for the object? 8. What kind of friction is being demonstrated as the block is moving up the ramp? 9. Create a graph showing how the angle of the incline effected the mass required to break the friction for each surface? (you should have four lines on your graph) September 21st - Notes / Directed Reading A - Gravity: A Force of Attraction **(Due Tomorrow)** September 22nd - Current Event - Where the Rubber Meets the Road. **(Due Monday)** Download the current event format below. Type your name onto the document. Provide a summary (5 sentences about the article. In the opinion section, provide your opinion. Make sure you provide supporting reasons for your opinion. The final section is impact on the world. Again you will have to provide what you think are supporting reasons for the impact. Each section should be 5-7 sentences. Open a word document and type your name, hit return, center justify, title the document "Where the rubber meets the road". Copy and paste the 11 questions below into the document. Be sure to bold your answers.

1. How does friction originate on the road? 2. Why is it important for tire companies to have a better understanding of friction? 3. What is one of the main causes of friction at the atomic scale? 4. When driving, energy is lost from the tire. What is the cause of this lost energy? 5. The energy loss is also related to the type of rubber used, what specific property of rubber attributes to this loss? 6. What is shearing? 7. Tires are very large, but what is the real area of contact with the road? 8. Why did researchers only test slow moving speeds? 9. What two factors effect the shearing contribution to rubber? 10. All initial results in this theory are limited to what kind of surfaces? 11. Do you think it is fair to hold it to those surfaces? Explain? September 25th - Concept Mapping **(Chapter 1 Test - Friday)** September 26th & 27th Chapter 1 Concept Map Using word, pages, or numbers, create a concept map with the following terms below. September 28th - Chapter 1 Review Pages 28-29 Questions 1 - 20 (Due Tomorrow) / Test Friday September 29th - Chapter 1 Test October 2nd - Bill Nye - Gravity / Chapter 2 Crossword (Use pages 36-56) October 3rd and 4th - Gravity Lab Open a new word document. Type your name, hit return, center justify, and title it Gravity Lab. The objective for this lab is to determine how the force of gravity is going to effect an increasing mass. What do you think? As I increase the mass, how will gravity change? Create a hypothesis with your partner. __Your hypothesis should be in an if then statement. It should contain increasing mass and something about how gravity is effected__.Create a data table that is four columns and eleven rows. Title each column as follows moving from left to right. Mass (g), Mass (kg), Force (N), Gravitational Acceleration (m/s/s). (g) || Mass (kg) || Force (N) || Gravitational Acceleration (m/s/s) || 1. Define gravity. 2. Define the Universal Law of Gravitation. 3. What is the independent variable in the lab? 4. What is the dependent variable in the lab? 5. What happens to force as the mass increases? 6. Using Force = Mass x Acceleration, calculate the force if an object had a mass of 1500kg and an acceleration of 9.8 m/s/s. 7. What % is the moon's gravity compared to the Earth's gravity? 8. Which object would contain more gravity, a 200kg object or a 20kg object? Explain your answer. 9. Calculate the average acceleration from your data table. 10. How do you think the gravity would have changed if you went to 2000g, 3000g, or 4000g? 11.Is it possible for an object that is not moving to be accelerating due to gravity? Explain. 12. The moon is too far away from the Earth for people to feel it's gravity. It's gravity is strong enough to effect some things on Earth. Research a daily phenomena on Earth that is caused by the moon's gravity. 13. Mr Pascoe weighs 220 pounds on Earth and has a mass of 99.23Kg. Research how many times greater than Earth are the planets listed in the table and determine his mass and weight for those planets.
 * Matter in Motion || Friction || Velocity || Acceleration || Weight || Rolling || Movement ||
 * No Movement || Balanced || Negative || Reference Point || Motion || Decelration || Positive ||
 * Doesn't change || Gravity || Texture || Stationary || Speed || Direction || Time ||
 * Distance || Change direction || Force || Kinetic || Static || Force applied || Sliding ||
 * Air resistance || Fluid || Mass || UNbalanced || Net Force is 0 || Net force is not 0 ||  ||
 * Mass
 * 100 ||  ||   ||   ||
 * 200 ||  ||   ||   ||
 * 300 ||  ||   ||   ||
 * 400 ||  ||   ||   ||
 * 500 ||  ||   ||   ||
 * 600 ||  ||   ||   ||
 * 700 ||  ||   ||   ||
 * 800 ||  ||   ||   ||
 * 900 ||  ||   ||   ||
 * 1000 ||  ||   ||   ||
 * Directions:**
 * The mass hanger is already 50 grams. Add 50 grams to it for a total of 100g. Read the Newton side of the spring scale and record the force. Now get to a total of 200g and again read the scale and record the force. Now make sure you have 300g total and read the force from the scale. Continue adding masses and recording the force until you get to 1000g. You will have to convert the mass from grams to kilograms. The data for the force will be read directly from the spring scale. The gravitational acceleration will be calculated by dividing the Force by the Mass (kg).**
 * Create an analysis section underneath your data table. Copy and paste the following questions into the analysis section.**
 * Planets || Times greater than Earth || Weight || Mass ||
 * Jupiter ||  ||   ||   ||
 * Mars ||  ||   ||   ||
 * Pluto ||  ||   ||   ||
 * Saturn ||  ||   ||   ||

14. Create a graph showing the **acceleration (y-axis)** is effected by the change in the **mass (x-axis)**. Make sure you include all labels, units, and a sentence title. Include a conclusion after the analysis questions. In a brief summary, explain whether or not the hypothesis was proven true. Explain how you can tell. October 5th - Directed Reading A - Gravity and Motion / Gravity Webquest October 6th - Gravity Webquest / Chapter 2 Word Find and Defintions Open a new document in word, pages, or google docs. Type your name and hit return, center justify and title it Gravity Webquest. Copy the following questions into the document. DO NOT COPY THE WEBSITES TO THE DOCUMENT. Use the following link to answer the first five questions. https://helios.gsfc.nasa.gov/qa_gp_gr.html 1) What is a “G”? How fast does it travel (In meters per second squared)? 2) What is the speed of gravity? 3) What causes gravity on earth? 4) According to Einstein’s Theory of General Relativity, what is gravity? 5) What happens to gravity as mass increases?

http://www.physicsclassroom.com/Class/1DKin/U1L5a.html 6) What are the two characteristics of a free falling object?

Create a table just like the one below. It should have 7 columns and 5 rows. Click on the link below. Once you are at the page there will be drop down menus on the right hand side where you will be able to control the location and height to which the object is dropped. Just like the picture below. Make sure you select yes for show the ball's trail. http://www.fearofphysics.com/Fall/fall.html 7) Watch the trail of the ball from the top of the Empire State building to the ground. Why does it seem to cover more space towards the bottom as compared to the top? 8) Look at the times from the empire state building. If you double the dropped from 50% time, does it equal the drop from 100% time? If not, explain how they can be different? October 10th and 11th - iBook and Bookry October 12th - iBook October 13th - Projectile Motion Webquest Open a new blank document. Type your name, hit enter, center justify and title it Projectile Motion. Copy and past the the following questions into the document and use the website below the questions to answer them. **Do not copy and paste the directions or the websites.** 1. What is a projectile? 2. What are the three classifications of projectiles? 3. Diagram and label each type of projectile. (screenshot if need be) 4. What is the only force acting on a projectile. 5. If you were launching a projectile in the same direction as the wind, how would the distance it traveled be effected? Use http://www.physicsclassroom.com/Class/vectors/U3L2a.html (first five questions) Create a data table four columns by 11 rows. Label the first column degrees and go from 0˚ to 90˚ in increments of 5. Label the second column distance.in meters. Use the website provided above to launch a projectile at each angle in the data table. You will then use that data table to create a graph in the analysis questions. Place the graph, data table, and the independent and dependent variable on a word document and turn into the folder. Copy and paste the following questions under the data table. http://www.mrmont.com/games/projmotsim.html (for the next 7 questions) 1. What is the independent variable in this activity? 2. What is the dependent variable in this activity? 3. Use the data from yout table table and create a graph showing how the angle of launch effected the distance traveled by the projectile. 4. How would the addition of air resistance affect your trials? Explain. 5. Assuming there was no air resistance, at what rate would your projectile fall back to the ground? 6. At what angle did you see the greatest distance? Explain why this angle makes sense. Bonus: What is the mathamatical term given to the shape of the graph? October 16th - Notes of Newton's Laws of Motion #2 Posted October 17th - Momentum Lab To correctly calculate momentum while understanding the variables that can affect momentum.
 * Location || 50% of Height || Time (s) || 75% of Height || Time (s) || Total Height || Time (s) ||
 * Empire State Building ||  ||   ||   ||   ||   ||   ||
 * Golden Gate Bridge ||  ||   ||   ||   ||   ||   ||
 * Statue of Liberty ||  ||   ||   ||   ||   ||   ||
 * Table Top ||  ||   ||   ||   ||   ||   ||
 * Objective:**

Your **hypothesis** should be an if then statement. Remember, according to the formula to calculate momentum (p=m X v), there are two variables that can effect momentum. Because of this, we are basically doing two experiments. You will be raising the ramp in an effort to increase the velocity to see how it effects momentum. The other factor we will be looking at is mass. Connect the ramp with the Physics stand by inserting it into hole three. Measure the time it takes for the car to travel the distance of the ramp (.9m). Repeat this process again for holes 4 through 8. You will use the data obtained to determine how the momentum of the car is effected.
 * Procedure**:

Replace the ramp back into the third hole of the physics stand. Use the triple beam balance to record the mass of your car and record the time it takes for the car to go down the ramp. Obtain the mass of one steel plate with the triple beam balance. Add one mass to the car and measure the time it takes to travel the distance. Repeat this step three more times each time adding a new steel weight but keeping the ramp in the same hole.

Data Table: The first data table will have six columns and seven rows. The second data table will have six columns and five rows. The title for each column is demonstrated below. Be sure to include the units for each column when necessary. Don't forget to change grams to kilograms ( Move the decimal - Karen's Hair Dried But Didn't Curl Much)

(m) || Time (s) || Velocity (m/s) || Mass (kg) || Momentum (kg*m/s) || (m) || Time (s) || Velocity (m/s) || Mass (kg) || Momentum (kg*m/s) || 1. Define Momentum. 2. Explain what two variables are required to find momentum? 3. How is momentum affected when the mass of an object is increased but the velocity is remaining unchanged? 4. Provide the formula for calculating momentum. 5. Create a graph which shows how the **momentum** of an object is affected when the **mass** of the object is increased. 6. Create a graph which shows how the **momentum** of an object is affected when the **velocity** of an object is increased. 7. Explain the law of conservation of momentum. 8. Explain how it is possible for an object with a very small mass to generate more momentum than an object with a very large mass. 9. Explain what happens to the momentum when two objects collide. October 19th and 20th - Digital Lab Report on the Momentum Lab Your final report on this lab will be a 2 to 3 minute multimedia presentation. Your presentation should include still pictures, video, and voice over. Convert the 9 analysis questions into points that are discussed through your presentation. You may use Keynote, Powerpoint, Quicktime Player, Photo Booth, or iMovie. The creativity in addressing the analysis questions is all you. The analysis questions should act as points of emphasis that should be discussed or proven in your presentation. Make sure your using evidence collected in the lab to answer or prove them. Objective: To be able to correctly explain Newton's three laws of motion. Using your text book and the internet, you will will research Newton's three laws of motion. Once you feel you have a thorough understanding, you will create a trailer in iMovie. The trailer can be of any length you desire. It should be titled Newton's Laws of Motion. The creativity of the trailer is entirely up to you. There is extra credit for including video in your trailer. The video cannot exceed 30 seconds of use. Open a new word document. Go to file and page setup. Under orientation, change the page setup to landscape. You will the insert shapes, your choice of shape, starting with one main topic and branching out into three topics. You will need a total of 27 shapes. Lines must connect the shapes to show the flow of the topic. Use the words provided below to fill in the shapes. All words must be used, and yes mass is used twice. October 26th - Chapter 2 Vocabulary Activity - A Matter of Real Gravity / Pages 58-59 1-19 Answers Only Skip #15 October 27th - Chapter 2 Test October 30th - Notes on Pressure You will calculate the pressure exerted by multiple multiple objects. Develop a hypothesis in an If.....then......statement based on the two variables that affect pressure. You will then create two data tables that includes six columns. Use the following headings for your table. Object Mass Acceleration Force Area Pressure Make sure you include appropriate units for each column. Analysis questions 1. Which object's pressures would you expect to be greater, the cubes or the cylinders? Explain why. 2. What happens to pressure as area decreases? Explain your answer. 3. Is the shape of the object a factor in determining pressure? Explain. 4. Why is gravitational acceleration almost always a factor in determining pressure? Explain 5. As the mass of similarly shaped objects increases, what happens to the pressure of those objects. Explain your answer. 6. Why is it important to determine pressure for two objects with different shapes? 7. How is the calculation of the area of the cylinders different then that of the cubes? 8. List three ways we use pressure in our everyday lives. 9. How is pressure important to the following people airplane pilot deep sea diver submarine commander auto mechanic 10. Give an explanation of why there are no fish below 8000m. 11. Can the same object exert different pressure if we kept it's mass the same? Explain how this can be. 12. Can the same object exert different pressure if we kept it's area the same? Explain how this can be. November 2nd - Pressure Lab due end of period / Chapter 3 Fluids and Pressure Word Find and Definitions November 3rd - iBook Time Open a new word document. Type your name and title the document as Elevation and Depth. Copy and paste the questions into the document. Use the data table in the General Science folder I have shared with you in google drive. The only columns you are using is the altitude (first column) and the pressure (last column). 1. Create a graph showing how pressure is affected by elevation above sea level. 2. Create a graph showing how pressure is affected by depth below sea level. 3. What is the independent variable and dependent variables when comparing atmospheric pressure and elevation? 4. Define atmospheric pressure. 5. What is the atmospheric pressure at sea level? 6. Provide at least three different changes your body undergoes from changes in atmospheric pressure. (Research if need be) 7. Does the same volume of air and water exert the same amount of pressure on an object? Explain your answer. 8. Does water pressure depend on the total amount of water present? Explain. 9. Explain why the atmospheric pressure near the Earth is greater than the atmospheric pressure away from the Earth. 10. By using your data table, how many kPa would you expect to be acting on your body at a depth of -7500ft? 11. How many Pascals are in a kilopascal? 12. Why are bubbles round? (Research if need be) 13. Why do you not feel the atmospheric pressure pushing on your body? 14. The deeper you go into the water the greater the amount of pressure. What is the change in kPa every 500ft? How many kPa will the pressure change by if we changed depth by a. 250 feet b. 2000 feet c. 125 feet November 7th and 8th Create a new document. Type your name, hit return, center justify, type Measuring Density, and save the document as the title. Your objective is to be able to calculate and understand density. Create three data tables as demonstrated below.
 * Data Table for Velocity**
 * Hole || Distance
 * 3 || .9 ||  ||   ||   ||   ||
 * 4 || .9 ||  ||   ||   ||   ||
 * 5 || .9 ||  ||   ||   ||   ||
 * 6 || .9 ||  ||   ||   ||   ||
 * 7 || .9 ||  ||   ||   ||   ||
 * 8 || .9 ||  ||   ||   ||   ||
 * Data Table for Mass**
 * Hole || Trial || Distance
 * 3 || Car || .9 ||  ||   ||   ||   ||
 * 3 || Car plus 1 plate || .9 ||  ||   ||   ||   ||
 * 3 || Car plus 2 plates || .9 ||  ||   ||   ||   ||
 * 3 || Car plus 3 plates || .9 ||  ||   ||   ||   ||
 * Analysis Question:**
 * October 19th and 20th Due end of class**
 * October 23rd** - Bill Nye - Momentum / **Directed Reading A - Momentum (Due Next Class Period) / TEST FRIDAY**
 * October 24th** - Chapter 2 concept map
 * Forces & Motion || Mass || Orbiting || Gravity & Motion || Acceleration || Satellite || Newton's Laws of Motion ||
 * Newtons || Action/Reaction || Momentum || Kg * m/s || Projectile Motion || 9.8m/s/s || Equal/Opposite ||
 * Horizontal || F=ma || Terminal Velocity || Vertical || Transfers || Free Fall || p=m*v ||
 * No Air Resistance || Inertia || Angular || Mass || Force || Newtons ||  ||
 * October 31st** **and November 1st**- **Measuring Pressure**
 * November 6th - Elevation and Depth**
 * Object || Mass || Volume || Density ||
 * Water ||  || 20 ||   ||
 * Water ||  || 40 ||   ||
 * Water ||  || 60 ||   ||
 * Water ||  || 80 ||   ||
 * Water ||  || 100 ||   ||


 * Object || Mass || Volume || Density ||
 * Pine ||  ||   ||   ||
 * Pine ||  ||   ||   ||
 * Pine ||  ||   ||   ||
 * Pine ||  ||   ||   ||
 * Pine ||  ||   ||   ||

Label one table water, one wood, and the last one plastic. You can fill the volume in for water as 20,40,60,80,100.DO NOT FORGET TO ADD CORRECT UNITS TO THE COLUMNS! Copy and past the following questions under the data tables in your document. 1. Define density. 2. Create a graph showing how the density of water is effected by the change in volume. 3. Create a graph showing how the density of pine wood is effected by the change in volume. 4. Create a graph showing how the density of PVC plastic is effected by the change in volume. 5. Define characteristic property. 6. Is density a characteristic property? Explain your answer. 7. Does the density of a substance change when there is more of it? 8. Is the shape of an object a factor in determining density? 9. Do you believe that all five pieces of black plastic were made of the same material? Provide an explanation for your answer. 10. Do you believe that all five pieces of wood were the same wood? Provide an explanation for for your answer. Part 2 Obtain the round container with three objects in it. There should be a very thin wooden dowel, a grey plastic cylinder, and a small metal cylinder. Drop the wooden dowel in the water filled graduated cylinder. Observe if it floats or sinks. 10. Is the density of the wooden dowel greater or less then the density of water? How do you know? 11. Calculate density of the grey plastic cylinder. Will it float or sink? How do you know? 12. Drop the metal cylinder into the graduated cylinder. Does it float or sink? What can you determine about its density? 13. Is the grey piece of plastic made of the same material as the black pieces of plastic? Explain. 14. Is the thin wooden dowel the same wood as the previous five pieces of wood? Explain. 15. Using the shapes button, draw four objects of the exact same size. Label one wood, one water, one metal, one plastic. Using the shapes button again, draw little circles inside the object that shows the molecules that make up each shape in terms of their densities. November 9th - Finish Density Lab / **Directed Reading A - Fluids and Pressure (Due Tomorrow)** November 10st Floating and Sinking Internet Activity Use the provided [|website] to answer the following questions. 1. Every hot air balloon is different in some way. Of the three choices given, why do hot air balloons float? 2. In what order from the least mass to the greatest mass, do the four different items they gave you line up? 3. Can equal volumes of different materials have different masses? If so, explain how this is possible. 4. Define density 5. Describe the differences in the distance between molecule in liquids compared to gases? Draw four squares as the substance and fill them with circles to represent the molecules inside them. 6. Both air and Helium are gases. How is it possible that they have different densities? 7. What happens when you mix two different items (gases or liquids) together when they have different densities? 8. Explain how hot air balloons float. 9. How is the mass of air in a hot air balloon affected when it is floating? 10. How is the volume affected when the balloon is floating? 11. What two things happen when the burner is heating the air for the balloon is cut off and the air begins to cool? 12. What allows air from the outside of the balloon to enter into the balloon? 13. A cooling hot air balloon loses its ability to float or it's? 14. The biggest part of a hot air balloon floating is density and heat. Explain how they are related. Next [|website] 15. When an object is placed in water, what does it do to the water? 16. How does an object affect the surrounding water level? 17. What is the relationship between the weight of the object and the weight of the displaced water? 18. Objects of the exact same size can displace different amounts of water. Explain how this is possible? Next [|Website] 19. Who discovered buoyancy? 20. What are objects that float called? 21. Define negatively buoyant. 22. Objects that neither float or sink are considered? 23. What are the factors that will determine whether or not an object floats or sinks? Next [|Website] 24. What can you do to cause the sub to sink to the bottom of the tub? 25. Explain why that action works. 26. Does the pools water level rise, lower, or stay the same? 27. Why does this happen? 28. When does an object sink? 29. What happens to the balloon? November 14th and 15th - Bill Nye - Buoyant Force / Chapter 3 Concept Map / Vocabulary - Go With the Flow Chapter 3 Forces in Fluids Concept Map November 16th - Chapter Review / Review Games November 17th - Chapter 3 Test November 20th - iBook November 21st - iBook November 22nd - i Book Students should be continuing to work on their iBook throughout the year. At this point in the year, they should have completed the first three chapters of the physics book. November 28th and 29th - Digital Note Cards Chapters 4 Vocabulary Using Keynote or Powerpoint students will complete Chapters 4 Vocabulary and have digital “index cards” to help them best learn their terms. Slide #1: Title Slide Slide #2: Chapter 4 Terms - List all terms in Chapter 4 on this slide Slides 3 through End of Presentation / List term in title and provide definition and example(s) in your own words. Each slide should contain a picture of relevance to the definition. -Link each slide of individuals terms to Term in Chapter slide. Powerpoint: 1.) Highlight word on Chapter Slide 2.) Insert Menu / Hyperlink (Command K) / Slide Titles / Select Slide Title 3.) Return Link to Terms / Place Shape in lower right corner, select and follow same process in #2 to get back to correct Chapter Term List Keynote 1) Highlight word on Chapter Slide 2) Format Menu / Add Link / Slide (Command K) / Select Slide Number 3) Return Link / Place shape in lower right corner / select shape / and follow #2 Chapter 4 Terms November 30th - Digital Notecards December 1st - Notes / Work and Power Problems December 4th - Notes on Machines December 5th - Simple Machines Internet Lab Open a new word document. Type your name and hit return. Center justify and type the title "Simple Machines Internet Lab" and hit return and the left justify. Save the document as the title. Create a table that measures 4 columns by 35 rows. Fill in the top row of the table as the example below shows. Hoop || NO || Overhead Film ||  || Brake ||  || Overhead Knob || Wheel and Axle || Chain ||  || Overhead Screen ||   || Click on the follow [|website]. Fill in the rest of the object columns from the items that are listed on the website. Click on each individual item. View the picture. Make a determination if the object is or is not a simple machine. If the object is not a simple machine, type NO in the machine box next to the object. If the object is a simple machine, type what type of simple machine it is in the machine box next to the item. December 6th - Mechanical Advantage of a Lever Machines are an important part of our life. They may not lessen the amount of work we have to do, but they certainly make it easier. Achimedes once told the King of Syracuse that if he had a lever long enough, he could pick up the world. Would he have been able to that? Create a document and title it Mechanical Advantage of a Lever. The objective of this lab is to pick up an output force of 1000g or 9.8N by relocating the fulcrum point. Your hypothesis should be in an if then statement and include the independent and dependent variables. (cm) || output force (N) || input force (N) || Mechanical Advantage || Work (J) || 1. What is the independent variable? (Hint: depending how you look at the experiment there could be two) 2. What is the dependent variable? (Hint: Depending how you look at the experiment there could be two) 3. Define output force. 4. Define input force. 5. As the distance from the fulcrum to the output force decreases, how is the input force affect? 6. Define mechanical advantage. 7. How would you calculate mechanical advantage? 8. Is it possible to have a machine that is 100% efficient? Explain. 9. Explain how Archimedes could have been able to lift the world with a lever. 10. Create a graph showing how the input force is affected as the distance from the fulcrum changes. December 11th - Vocabulary Activity / Chapter 4 Review Pages 116-117 December 12th - Challenge Board for Chapter 4 December 13th and 14th - Concept Map December 18th - Chapter 4 Test December 19th and 20th - Bunsen Burner Lab December 21st - Volleyball Tournament January 2nd - Notes January 3rd and 8th - Change of State Lab Have you ever noticed those large chunks of ice in the winter sitting on your driveway? The sun comes out and by the end of the day there is no evidence of the ice ever being on the driveway. How does this happen? Procedure 1. Set up your ring stand and base. 2. Be sure to have two O-rings attached. 3. Obtain a thermometer. We will work in Celsius. 4. Obtain 250mL of ice. 5. Set up the bunsen burner. 6. Begin heating the ice. 7. Record the temperature every 15 seconds until it reaches a rolling boil. Once your water is in a full rolling boil, record at least four more temperatures. Open a new blank document in word. Type your name and hit return. Center justify and title the document Change of State. Save the document as Change of State. Develop a hypothesis and the create a data table. The data table should be six (6) columns and eighteen (18) rows. The title for each column will be Time, Temperature, State, Time, Temperature, State, in that order. Copy and paste the following questions under the analysis section on your document. 1. What is the independent variable in the lab? 2. What is the dependent variable in the lab? 3. Explain the process of why the substance is changing state. 4. Draw a series of pictures, at least, how the molecular makeup of the substance is changing throughout the lab. 5. Why did the temperature not rise as quickly when the substance was boiling? 6. Define melting point. 7. Define boiling point. 8. Since melting point and freezing point occur at the exact same temperature, what is the difference in determining if the substance is going to freeze or melt? 9. After cutting off the thermal energy, explain would would happen tot he particles that were in the gas state and why would this happen? 10. Create a graph showing how the temperature of a substance changes over time when there is a constant addition of thermal energy. Draw a vertical line at the freezing/melting point and the boiling point. Label each section of your graph with the appropriate state of matter. January 4th - School Closed January 5th - School Closed January 9th - Finish Change of State Lab / Directed Reading A - Temperature January 10th - Plotting Phase Changes Open a new word document. Type your name. Hit return and then center justify and type “Plotting Phase Change”. Save the document as Plotting Phase Change. Assume you have a 400ml beaker filled with ice. You set up your ring stand and base and begin to add thermal energy (heat) to the ice filled beaker. You record the temperature every minute and end up with the data located in the table below. What do you think will happen to the ice with the addition of the thermal energy? How will the particles be affected? (Min) || Temperature (˚C) || Copy and paste the following questions into the word document you created and saved as Plotting Phase Changes. 1. Create a hypothesis for the experiment described above. 2. Create a graph in excel for the data provided in the table. Be sure to include a sentence title and make sure the axes have both labels and units. 3. What would be the independent variable in an experiment like this? 4. What would be the dependent variable in an experiment like this? 5. Define melting. 6. Define Evaporation. 7. Using a ruler, draw a vertical line on the graph where you think the melting point is being shown. 8. Using a ruler, draw a vertical line on the graph where you think evaporation is being shown. 9. Label the area in the graph where you think there is solids, liquids, and gases. 10. Even though the substance was taking in thermal energy, why do you think there is somewhat, horizontal sections (2 to 4 minutes and 19 to 21 minutes) in your graph? (Hint: Think about what is happening at those points and what the energy is being used for) 11. Explain how you can physically see a different in the particle movement at 20 minutes time as compared to 0 minutes time. January 11th - Notes / Chapter 6 crossword January 12th - Heat and temperature Webquest Download the heat and temperature webquest document below. Make sure you put your name on it and save it as Heat and Temperature Webquest. Following the directions throughout the webquest. January 18th - Chapter 6 Digital Note Cards Create a powerpoint or keynote document. Use the words below to create notecards which will include the definition, picture, and two examples of the word. Each word should have it's own slide, there should be one slide for the title, and one slide containing all the words for the chapter. There will be 13 total slides for this assignment. January 19th Heat Transferring Lab Open a new word document. Type your name. Hit return and then center justify and title the document "Heat Transfer". Your hyposthesis (If....then....) statement should start as follows, If we use a good conductor between two different temperatures, then ___. Create a data table that is three columns and 10 rows. You may have to extend the rows depending how long it takes for the heat to transfer or your ability to boil 250mL of water. You are going to record the temperature of both cup every 30 seconds until give the okay to stop recording.
 * Object || Mass || Volume || Density ||
 * Black Plastic ||  ||   ||   ||
 * Black Plastic ||  ||   ||   ||
 * Black Plastic ||  ||   ||   ||
 * Black Plastic ||  ||   ||   ||
 * Black Plastic ||  ||   ||   ||
 * Open a new word document. Type your name and hit return. Center Justify and title it Floating and Sinking Internet Activity. Hit return. Left Justify. Copy and past the following 29 questions onto the word document. delete anything that is not a question. Save the document as Floating and Sinking Internet Activity.**
 * Read the website once it loads and then click on the buoyancy questions**
 * Click on Puzzler #2**
 * Click on Puzzler #3**
 * Open a new word document. Type your name and save it as Forces in Fluid Concept Map. Use the word bank to fill in the map that you will create in word to match mine. There should be a total of 37 shapes on your map. Resize them if need be to fit on one page.**
 * Forces in Fluids || Bernoulli's Principle || Pascal || Overall Density || Archimedes Principle || Drag ||
 * Density || Decrease || Increase || Force || Pascal's Principle || Area ||
 * Mass || Acceleration || Mass || Volume || Fluids and Pressure || Ballast Tank ||
 * Swim Bladder || Buoyed Up || Lift || Thrust || Floating || Sinking ||
 * Elevation || Pressure || Atmospheric Pressure || Buoyant Force || Depth || 14.7lb/sq in ||
 * N/m2 || Fluids and Motion || Enclosed Fluid || Hydraulic Device || Turbulence || Forward Force ||
 * Upward Force ||  ||   ||   ||   ||   ||
 * work || Joule || Power || Watt || Machine || Work input ||
 * Work output || Input force || Output force || Mechanical Advantage || Mechanical Efficiency || Lever ||
 * Pulley || Wheel and Axle || Inclined Plane || Wedge || Screw || Compound Machine ||
 * Ideal Machine || Kinetic Energy || Block and tackle ||  ||   ||   ||
 * Simple Machines Internet Lab**
 * **Object** || **Machine** || **Object** || **Machine** ||
 * Basketball
 * Bicycle
 * Bicycle
 * Bicycle Seat ||  || Paint Can Key ||   ||
 * Bicycle Tire ||  || Paper Cutter ||   ||
 * Fulcrum Point || Distance to fulcrum from output force
 * 60 ||  ||   ||   ||   ||   ||
 * 55 ||  ||   ||   ||   ||   ||
 * 50 ||  ||   ||   ||   ||   ||
 * 45 ||  ||   ||   ||   ||   ||
 * 40 ||  ||   ||   ||   ||   ||
 * 35 ||  ||   ||   ||   ||   ||
 * 30 ||  ||   ||   ||   ||   ||
 * 25 ||  ||   ||   ||   ||   ||
 * 20 ||  ||   ||   ||   ||   ||
 * 15 ||  ||   ||   ||   ||   ||
 * Machine || you || Force || work || Mech. Ad ||
 * Work & Power || Inclined Plane || Wheel & Axle || Wedge || Lever ||
 * Impossible || Ideal || What is a Machine || J/s || Work ||
 * Time || Watt || Simple || Compound || Types of Machines ||
 * Pulley || Wedge || Screw || Inclined Plane || Multiply Force ||
 * Block and Tackle || Movable || Change Direction || Work input || Machine ||
 * Work output || Make work easier || Distance || Power || Nm/s ||
 * Nm || Joules || Direction of Force || Mech. Eff. || times force is multiplied ||
 * Output/input || 2 or more machines || Work and Machines ||  ||   ||
 * Time
 * 0 || -2 ||
 * 1 || -1 ||
 * 2 || 0 ||
 * 3 || 0 ||
 * 4 || 0 ||
 * 5 || 3 ||
 * 6 || 11 ||
 * 7 || 20 ||
 * 8 || 24 ||
 * 9 || 32 ||
 * 10 || 38 ||
 * 11 || 45 ||
 * 12 || 54 ||
 * 13 || 62 ||
 * 14 || 74 ||
 * 15 || 83 ||
 * 16 || 89 ||
 * 17 || 94 ||
 * 18 || 98 ||
 * 19 || 100 ||
 * 20 || 100 ||
 * 21 || 100 ||
 * Temperature || Thermal Expansion || Thermometer || Thermostat || Absolute Zero || Thermal Energy ||
 * Conductor || Insulator || Conduction || Radiation || Convection ||  ||

(min) || Hot Cup Temperature (˚C) || Cold Cup Temperature (˚C) || Copy and paster the following questions into your document under a section labeled analysis. 1. How do you know that heat was transferred from one calorimeter to the other? 2. In which direction did the heat flow? 3. The lines on your graph do not cross although they appear to be getting closer as time increases. If you measured the temperature of each cup for a long enough time, would the two lines eventually cross? 4. Where is the slop of the graph the greatest? Why? 5. What does the slope of the graph tell you about the rate of heat flow as compared to temperature difference? The heat gained by one calorimeter should equal the heat lost by the other calorimeter. If both calorimeters contain the same amount of water the temperature gain of one should equal the temperature loss of the other. 6. Did you observe the above information in your data? If not, why not? 7. Create a graph showing how the heat transferred over time. You should have two lines on your graph as you are showing the temperature decrease for the hot cup and the temperature increase for the cold cup. January 22nd - Chapter 6 Review Pages 186-187 January 23rd and 24th - Specific Heat Lab We know that heat transfers from hot to cold, but how fast does it transfer? Are some objects stingy with holding the heat instead of giving it away? Today's objective will be to observe the relative specific heats of four different metals. We will heat up four different metals to 100˚ Celsius in 250mL of water and let them sit in that water for about 1 minute. After that time we will carefully use the tongs to transfer the metals cube to 100mL of water and record the temperature of the new water every 10 seconds for 3 minutes. DO NOT TOUCH THE HOT METAL Open a new word document. Type your name and your partners name, hit enter, center justify and title the document specific heat lab and save it as such. Hit enter, left justify and type the objective. Create a data table like the one below. (Kg) || Specific Heat (J/Kg.C) || Change in Temp (˚C) || 10 || 20 || 30 || 40 || 50 || 60 || 70 || 80 || 90 || 100 || 110 || 120 || 130 || 140 || 150 || 160 || 170 || 180 || Heat (J) || USE PAGE 169 IN YOUR BOOK TO OBTAIN THE SPECIFIC HEAT FOR YOUR METALS. Analysis Questions: 1. What is the dependent variable in this lab? 2. What is the independent variable in this lab? 3. Define specific heat. 4. From your data, which metal has the highest specific heat? 5. From your data, which metal has the lowest specific heat? 6. Which metal would be the best thermal conductor? 7. Which metal would be the best thermal insulator? 8. Which metal releases the most thermal energy? How do you know? 9. Create a line graph showing how the heat was released over time for each of the metals. (Should have four lines on your graph) 10. Create a bar graph showing the specific heat for each metal. 11. Calculate the heat (Q) for each of the four metals. Show all work in the five steps!
 * Time
 * .5 ||  ||   ||
 * 1.5 ||  ||   ||
 * 2 ||  ||   ||
 * 2.5 ||  ||   ||
 * 3 ||  ||   ||
 * Metal || Mass
 * Aluminum ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Brass ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Iron ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Copper ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

January 26th - Chapter 6 Test January 29th - Notes on Chemical and Physical properties January 30th - Chemical and Physical Mini Poster Objective: Create a project that explains 1. Physical/Chemical properties and 2. Physical/Chemical changes showing your understanding of the properties of matter and which changes are physical/chemical.  Pictures can be hand-drawn, from magazines, or taken from the internet – in color  Must include a minimum of 3 physical properties of matter and 3 chemical properties of matter (there are more and you are welcome to include more) see page 10-21 of your textbook for help  Must include 3 examples of physical change and 3 examples of evidence of a chemical change  Must include the key points that differentiate between a physical and chemical change.  9th grade level work – pride shown in work  Due at the beginning of the class period on Thursday, 2-1-18 February 1st - Notes on Electron diagrams February 9th & 12th - Lab - Law of Conservation of Matter The Law of Conservation of Mass was established in 1789 by French Chemist Antoine Lavoisier. His law states that mass is neither created nor destroyed in any ordinary chemical reaction. More simply put, the mass of substances produced (products) by a chemical reaction is always equal tot he mass of the reacting substances (reactants). The purpose of this lab is to attempt to verify and observe the law of conservation of mass - In any chemical reaction, the total mass of the reactants is always equal to the mass of the products. Open a new word / google document. Type your name. Hit return, center justify and title the document Law of Conservation of Mass. The word equation for the reaction in this lab is as follows: vinegar + baking soda yields sodium acetate + water + carbon dioxide

You will test the law twice in two different experiments.
 * Trial 1**
 * 1. Obtain the mass of 400ml beaker with 30ml of vinegar contained.**
 * 2. Measure out 10g of baking soda.**
 * 3. Calculate the mass of the products including the beaker.**
 * 4. Carefully pour the baking soda into the beaker of vinegar and the reaction to complete.**
 * 5. Measure and record the mass of the remaining products inside the beaker.**

Trial 1 Hypothesis: If I create a chemical reaction in a open system, then the mass of the product will __ the mass of the reactants.


 * Mass of Beaker and Vinegar || Mass of Baking Soda || Mass of Reactants before Reaction || Mass of Products after Reaction ||


 * Trial 2**
 * 1. Record the mass of an empty ziplock baggie.**
 * 2. Record the mass of film canister containing 30ml of vinegar.**
 * 3. Measure out 10g of baking soda.**
 * 4. Place the baking soda inside the baggie.**
 * 5. Calculate the mass of the reactants and container (Baggie, baking soda, canister and vinegar).**
 * 5. Carefully place the film canister, upright, inside the baggie.**
 * 6. Seal the baggie.**
 * 7. Gently turn over the film canister allowing the reaction to take place.**
 * 8. Obtain the mass of the closed baggie after the reaction has stopped.**

Trial 2 Hypothesis: If I create a chemical reaction in a closed system, then the mass of the product will ___ the mass of the reactants.


 * Mass of Baggie || Mass of Baking Soda || Mass of Canister and Vinegar || Mass of Reactants before Reaction || Mass of Products after Reaction ||

Copy and paste the following questions into your document. 1. List the state of matter for vinegar and baking soda. 2. Define Chemical Reaction. 3. List three different physical properties of baking soda. 4. List three different physical properties of vinegar. 5. What evidence was there that showed a chemical reaction took place? 6. How did the final mass of the system compare with the initial mass of the system for each trial? If the law of conservation of mass was violated for either trial, specify which one, and justify your results for the violation. 7. Indicate the state of matter for each reactant and product. (there were two reactants and three products involved with this experiment) Use the internet to help if need be. 8. List the states of matter for sodium acetate, water, and carbon dioxide 9. Design another experiment in which you could have tested the law of conservation of mass. 10. Calculate the percent error for each trial, initial mass vs. final mass of reactants and products. Use the following formula Percent error = ((Experimental Value - Theoretical Value) / Theoretical value) X 100

February 13th - Identifying Compounds Open a new word document. Select layout and change the orientation of the page to landscape. Type your name. Create a table that is 10 columns and 17 rows. Use the internet to help you fill in the table. If the compound does not contain six elements, fill in as many as it has.
 * Compund || Element 1 || Element 2 || Element 3 || Element 4 || Element 5 || Element 6 || Common Name || Use || Organic or Inorganic || Scientific Name ||
 * C6H8O6 || Carbon (6) || Hydrogen (8) || Oxygen (6) ||  ||   ||   || Vitamin C || Health || Organic ||   ||
 * NaHCO3 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaCl ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C12H22O11 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaOCl ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * H2O2 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Na2CO3-10H2O ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C7H5NO3S ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CH3COCH3 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CH4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C6H8O7 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C9H8O4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C2H5OH ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * HCl ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaOH ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaHSO4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

February 14th - Finish Identifying Compounds / Elements Quiz February 15th - Notes February 16th - Bill NYe - Chemical Reactions / Elements, Compounds, and Mixtures / An Elemental Challenge February 21st - Elements, Mixtures, and Compounds Download the work sheet below called Elements, Mixtures, and Compounds. Save the worksheet and follow directions. (DO NOT PRINT THE WORKSHEET) February 22nd - Solubility Lab The objective of this lab is to determine how to change the rate of solubility of a substance. We will create a hypothesis together for the lab. Create a data table replicating the one below Analysis Questions: 1. What is the independent variable? 2. What is the dependent variable? 3. Which tab dissolved the fastest? Explain why. 4. What if any human errors affected the outcome of the lab. 5. Looking back at your results for the fastest dissolving tablet, how can you have slowed down the dissolving process? 6. Is the lab an example of a physical change or chemical change or both? Why? 7. Create a column graph showing the dissolving time for the four tablets. February 23rd - Digital Notecards Create digital notecards in either PowerPoint or Keynote, your choice. There should be a total of 9 slides. First slide should be your title slide, the remaining slides should include a title on each slide, a picture of the word, and two examples of the word. The following words should be in your presentation. Element, Pure Substance, Compound, Homogeneous Mixture, Heterogeneous Mixture, Suspension, Colloid, and Alloy. February 26th and 27th - MId-term February 28th - Deconstructing Macaroni Salad / Vocabulary Activity - An Elementary Word Puzzle / Chapter 3 Test Friday Deconstructing Macaroni Salad can be found under the extra credit link. It is number 8 under that link. Disregard the deadline as that is inaccurate. This is required, it is **NOT** extra credit. March 1st - Chapter 3 Review Pages 74-75 Omit #19 March 5th - Chapter 3 Test March 6th - BIll Nye - The Atom / Introduction to the atom Down load the following document, type your name on it and save it. Use the following article to help you answer the questions. You may also research on the internet if needed. March 12th - March 14th - The Periodic Table Create a new blank document. Type your name, hit return, center justify, and title it About the Periodic Table. Copy and paste the following questions in the word document. Use the links provided to answer the questions that follow the links. Make sure the answers are bolded and underlined.
 * Substance || Whole || Halved || Crushed || Heated ||
 * Time ||  ||   ||   ||   ||

Click [|here] to learn more. 1. Why are the elements placed in specific places on the Periodic Table? 2. Periods are rows that run from ANSWER to ANSWER. 3. Elements in the same period have the same ANSWER. 4. Every element in the first period has one shell for its ANSWER. Every element in the second period has ANSWER shellsSee the pattern? 5. Groups are ANSWER that run from ANSWER to ANSWER. 6. The elements of a group have the same number of ANSWER in their ANSWER shell. 7. Every element in group one has ANSWER electrons in its outer shell. Every element in group two has ANSWER electrons in its outer shell. 8. Hydrogen is special because it can act like two groups, ANSWER and ANSWER. 9. Hydrogen sometimes is ANSWER an electron and sometimes it has an ANSWER electron. 10. Although helium has only ANSWER electrons in its outer shell, it is grouped with elements that have ANSWER. 11. The green elements on this table are called ANSWER elements. They each have ￼ANSWER electrons in their outer shell. GETTIN'' TOGETHER WITH THE FAMILIES!!!!

Use this [|site] to fill in the blanks below 12. Click on Alkali Metals (left bar) and answer the following questions. a. What is the group number? b. Are these metals reactive? c. Do these metals occur freely in nature? d. How many electrons are in their outer shell? _ e. What are the three characteristics of ALL metals? _ f. Are these metals soft or hard? g. Name the two most reactive elements in this group? _ and h. What happens when they are exposed to water?

13. Click on Alkaline Earth Metals (left bar) and answer these questions. a. What is the group number? b. Are these metals reactive? c. Do these metals occur freely in nature? d. How many electrons are in their outer shell? _ (Hint: It’s the same as their oxidation number or group number.)

14. Click on Transition Metals (left bar) and answer these questions. a. How many elements are in this group? b. What are the group numbers? _through c. What are valence electrons? d. Because the valence electrons are present in more than one transition metals often exhibit several common. e. Name the three elements in this family that produce a magnetic field. ,_, and _. ￼￼￼

15. Click on Other Metals (left bar) and answer these questions. a. How many elements are in this group? b. What are the group numbers? through _ c. How are these other metals similar to the transition metals? d. How are these metals different than the transition metals? e. List three physical properties of these other metals. f. What are the oxidation numbers for this group?

16. Click on Metalloids to answer these questions. a. Metalloids have properties of both _ and. b. Define semiconductor c. Name two metalloids that are semi-conductors. _ and _. d. This property makes metalloids useful in _ and _.

17. Click in Nonmetals to answer these questions. a. What are the group numbers? through. b. List four characteristics of ALL nonmetals. c. What two states of matter do nonmetals exist in at room temperature? _ d. The nonmetals have no and do not _. e. What are the oxidation numbers of the nonmetals? _

18. Click on the Halogens (left bar) to answer these questions. a. What is the halogen group number? b. Are halogens metals or nonmetals? c. The term “halogen” means and compounds containing halogens are called. d. How many electrons are in their outer shell? e. What is their oxidation number? ￼ f. What states of matter do halogens exist in at room temperature?

19. Click on Noble Gases (left bar) and answer these questions. a. What is the group number? b. Why were these gases considered to be inert or stable? c. What is their oxidation number?

20. Click on Rare Earth Elements ( Inner Transition) (left bar) and answer these questions. a. On you periodic table, label the Lanthanide and Actinide series with your pencil. b. How many Rare Earth elements are there? c. Define trans-uranium. d. The Rare Earth metals are found in group and period. March 15th & March 16th - Color Code and Label the Periodic Table March 20th - iBook Time (Chemistry section should be completed for tomorrow) / Vocabulary Activity - Bringing it to the Periodic Table March 26th - Digital Flashcards In Powerpoint or Keynote, create digital flashcards for the following words. Each word should have it's own slide. The slide should contain a title on the top, a definition, a picture, and two examples. March 27 - Notes March 28th - Consumers Create a Powerpoint, keynote, or slides file. Covering the five consumers, provide a picture for each. Provide two adaptations for each organism representing the type of consumer it is. Briefly explain how each adaptation benefits that particular animal in being that type kind of consumer. Each consumer should have its own slide. April 3rd - Graphing Populations Directions: For this activity you will need a penny and a die. Flipping the penny will determine if factors are favorable or unfavorable. Heads will be favorable and tails will be unfavorable. Rolling the die will determine the amount of organisms you population changes. Have you ever noticed when the weather is good in a year the following year leads to an increased population for that species? The weather can influence so many factors needed by a species. Open a new word document and type your name. Hit return and center justify and title the document Graphing Populations. Create a hypothesis on how the weather will influence a species. Create a data table section by replicating the data table below. Copy and paste the analysis questions under your data table. Hypothesis: (If....then....) Data Table:
 * ecology || biotic || abiotic || population || community || ecosystem || biosphere ||
 * carnivore || omnivore || herbivore || decomposer || scavenger || food web || food chain ||
 * energy pyramid || carrying capacity || predator || prey || camoflauge || warning coloration || symbiosis ||
 * mutualism || parasitism || commensalism || Coevolution || adaptation || polllinator ||  ||
 * Year || Population || Year || Population || Year || Population || Year || Population || Year || Population ||
 * 0 || 50 || 10 ||  || 20 ||   || 30 ||   || 40 ||   ||
 * 1 ||  || 11 ||   || 21 ||   || 31 ||   || 41 ||   ||
 * 2 ||  || 12 ||   || 22 ||   || 32 ||   || 42 ||   ||
 * 3 ||  || 13 ||   || 23 ||   || 33 ||   || 43 ||   ||
 * 4 ||  || 14 ||   || 24 ||   || 34 ||   || 44 ||   ||
 * 5 ||  || 15 ||   || 25 ||   || 35 ||   || 45 ||   ||
 * 6 ||  || 16 ||   || 26 ||   || 36 ||   || 46 ||   ||
 * 7 ||  || 17 ||   || 27 ||   || 37 ||   || 47 ||   ||
 * 8 ||  || 18 ||   || 28 ||   || 38 ||   || 48 ||   ||
 * 9 ||  || 19 ||   || 29 ||   || 39 ||   || 49 ||   ||

Analysis Questions: 1. What is a limiting factor? 2. List four limiting factors? 3. Explain how light can be limiting factor. 4. What are two ways in which a population can increase? 5. What are two ways in which a population can decrease? 6. What is carrying capacity? 7. Why is space a limiting factor? 8. List two factors of weather that can limit the size of a population? 9. Create a graph which shows how the population changes over the years. 10. What is independent variable in this activity? 11. What is the dependent variable in this activity? 12. What are two ways not completely effected by weather that a population can increase? 13. What are two ways not completely effected by weather that a population can decrease? 14. What is it called if you population reaches zero? April 18th - Chapter 1 Concept Map April 19th - Chapter 1 Review Pages 24-25 numbers 1-28 April 20th - Chapter 1 Test April 23rd - Notes / Ecological Succession Worksheet April 24th - Ecological Succession Webquest Open a word document and type your name, title it Ecological Succession Webquest, and save the document. Copy and past the following question in the document. Go to the following [|website]. 1. How do more complex organisms benefit from simpler organisms in an ecological community? Click on the crash course video. 2. True or False Succession can happen in any size piece of land. 3. Name three natural disturbances that can cause ecological succession. 4. What is called when organisms populate an area for the first time? 5. What is the advantage to desolate wastelands in regards to succession? 6. What are the first species called that move into an area? 7. What type of organisms are dominant in primary ecological succession? 8. What helps seeds disperse during primary ecological succession? 9. What is the outcome of primary successional landscape? 10. What is the beginning of secondary succession? 11. What is a microclimate? 12. What two factors effect an area the most? 13. When does succession stop? 14. What kind of community is it considered when change ends? 15. Define stochasticity. 16. Provide an example of a predictable ecological succession outcome. 17. Provide an example of an unpredictable ecological succession outcome. 18. Why does stability never happen in an ecosystem? 19. What is a key factor to let scientist know an ecosystem is in the later stages of succession? 20. Define biodiversity. 21. What kind of disturbances have the greatest effect on biodiversity? 22. Can two disturbances in the same area produce two different successional outcomes. 23. Why did people think we should never let a forrest burn? 24. What is the only constant in ecological succession? April 25th - Notes April 26th - Global Forest Restoration April 27th - Global Forest Restoration / Chapter 4 Word Find and Definitions (Due Monday) April 30th - Notes / Chapter 4 Crossword May 1st - Notes / Out of State, Out of Mind May 2nd - Tracking Your Trash Open a new word type your name, hit return, center justify, and then type Tracking Your Trash. Save your document as Tracking Your Trash. Use the data table which shows the generation and recovery of materials in Municipal Solid Waste in millions of tons to create three graphs. A graph for the Weight generated, weight recovered, and percent of generation. Your graphs should be exploded pie charts.



1. Numerous graphs can be generated from the data provided in the above table: a. Create an exploded pie graph for the weight generated. b. Create an exploded pie graph for Weight recovered. c. Create an exploded pie graphfor percent of generation. 2. Use your graphs to answer the following questions: a. What is the greatest type of waste generated? What is second and third? b. How many millions of tons of waste are produced each year? c. What is the greatest type of waste recovered (recycled)? Why? d. What percentage of MSW (Municipal Solid Waste) is presently recycled or recovered? e. What types of materials do you think can be easily recovered but are not? 3. It is estimated that each person in the United States produces about 4.4 pounds of garbage per day. Calculate the amount of garbage produced for the following a. Week (7 days) b. Month (30 days) c. Year d. Decade e. Lifetime (80 years) May 4th - Click on the following article and read the article to answer the above questions. Once you are done answering the questions, copy and paste the following three tasks below your questions. Provide a summary of the article. (4 to 6 Sentences) Provide your opinion of the article. (4 to 6 Sentences) Discuss the potential impact this discovery could have on the environment. (5 to 7 Sentences) 1. What type of plastic is commonly found in water bottles? 2. Provide three other items this plastic is typically found in. 3. Provide three reasons why this particular type of plastic is so widely used in the world today. 4. Define Biodegradable. 5. Define Enzyme. 6. Why are enzymes so important with this bacteria? 7. Describe the process on how scientists discovered this bacteria. May 7th - Bill Nye - Pollution Solutions / Vocab Activity - Environmental Puzzle May 8th - Recycle City Open a new blank word document. Type your name, hit enter, center justify, and title it Recycle City. Copy and past the 15 questions below into the document. Hit enter, center justify, and label the second section Dumptown Game. Copy and paste the two questions onto the document. Click the [|link] to visit recycle city. Recycle city is divided into 4 quadrants (northeast, northwest, southeast and southwest). All the parts of the city are clickable! You'll need to explore the city to complete this quest.

1. Name ways that each of these items can be reused, instead of throwing them away. Cardboard box: Plastic milk cartoon: Glass jar: Newspaper: 2. Where in Recycle City where you can get information on what to do with leftover cleaning products. Why is it important that we not throw chemicals into the regular trash? 3. Visit some houses in Recycle City. Make a list of 4 hazardous wastes that can be found in those houses. 4. Cruise around Recycle City and write down 2 tips you can use to reduce pollution and waste that come from cars. 5. Gas stations aren't just places to fill up the tank. Can you find 2 things that Shaq at the Recycle City gas station does to help the environment? 6. Identify 2 recycling activities that Recycle City students use to help raise money for class projects. 7. Name 4 car parts that can be re-used rather than thrown away. 8. Find at 3 places in Recycle City where books are resold or reused. 9. Harlin Hazzard of the Recycle City Hazardous Waste Center wants to hire you as his assistant manager. Before you can accept, you must name the 4 characteristics that make hazardous waste hazardous. 10. You've been hired to build a landfill for a neighboring community. Use Recycle City's landfill to help you. What are the 5 layers that a landfill needs to be safe? 11. How can your family could cut down on the amount of junk mail you receive at home? 12. Name 3 places in Recycle City can you find used tires. Look carefully. 13. Look at some businesses in Recycle city. List 2 things businesses can do to reduce the amount of waste. 14. What are compost bins? 15. Name two places in recycle city where you can find a compost bin?

Play the Dumptown Game Click on the link on the road sign that says "Dumptown Game". Carefully read the instructions before playing the game. The overall idea is that you start with a dumpy dirty city, and you will start recycling programs that will improve your city

1. Your goal is to reduce the amount of paper going into the landfill, while spending as little money as possible. Determine what combination of programs will cause the greatest effect for the least cost. (Remember, you're only worried about paper at this point) What combination of programs did you use? Check the bar graph, how many tons of paper and cardboard did you end up with? How much did it cost ?

2. Now try to reduce the overall waste in the city. You cannot spend more that $200,000. Try different combinations of programs to determine which combinations will get you the most benefits for you money. What combination of programs did you use? Total Waste recovered? How much did it cost ? May 14th - Chapter 4 Pollution Problems and Solutions Test May 15th -

February 23rd Download the following document and save it to your computer as Examples of Elements, Mixtures, and Compounds. Follow the directions on the worksheet.

Open a new word document, type your name, hit return, center justify, title it A Powerful Workout, and save it as the title. Create a data table that is four columns and thirteen rows. Label the top row of the data table as follows: Copy and paste the following questions onto the word document. 1. Define work. 2. What formula would you use to calculate work? 3. Did all students complete the same amount of work in the lab? If not, why? 4. In this lab, does the distance traveled by you effect the amount of work you did as compared to another student? 5. Define power. 6. What formula would you use to calculate power? 7. It is not completely fair to compare the power generated by you with your classmates. Why? 8. Assuming everyone in the class had the same mass, and traveled the same distance, what would be the independent variable in comparing powers? 9. Assume you were out on the football field. You ran three different sprint races at distances of 10m, 20m, and 30m. Which sprint would cause you to do the most amount of work and why? Use the graph below to answer the following questions. The graph was created by using data from a students power and time. 10. What would be the correct label and units for the vertical axis? 11. What would be the correct label and units for the horizontal axis? 12. What would be an appropriate title for the graph? 13. Explain what the graph is showing in regards to the student's power and time. 14. Create a graph displaying the power generated by your classmates. 15. Was there a simple machine used in this lab? If so, what was it and what kind of machine was it? November 21st - Notes / Extra Credit "Could Archimedes Have Moved the Earth?" **(Due Wednesday 23rd)**
 * November 17th & 18th - A Powerful Workout**
 * Student || Power || Student || Power ||
 * November 18th** - Chapter 4 Vocab Review Crossword
 * November 22nd and 23rd - First and foremost make sure you download the map and save it before you type anything in the map. When you download it and open it, it will be in word. Right next to the word name is a text box set up for you to type your name. Type your name and save the map as Chapter 4 Work and Power Concept Map. All the shapes and line have already been grouped for you. The only thing you will need to do is add text boxes (under file and insert) to the shapes. All 38 words should only be used once and are displayed at the bottom of the map. Use your text book to help yourself out. (Due Tuesday the 29th)**

Open a word. Create a new blank document. Type your name and hit return. Center justify and title the document Heat and Temperature Webquest. Save the document the same name as the document. Click on the following [|link]. Copy and past the document into your word document and then save it. Follow the directions provided to answer the questions. December 12th - States of Matter Table Open a new word document. Type your name. Hit return and then center justify and type “Plotting Phase Change”. Save the document as Plotting Phase Change. Assume you have a 400ml beaker filled with ice. You set up your ring stand and base and begin to add thermal energy (heat) to the ice filled beaker. You record the temperature every minute and end up with the data located in the table below. What do you think will happen to the ice with the addition of the thermal energy? How will the particles be affected? Copy and paste the following questions into the word document you created and saved as Plotting Phase Changes. 1. Create a hypothesis for the experiment described above. 2. Create a graph in excel for the data provided in the table. Be sure to include a sentence title and make sure the axes have both labels and units. 3. What would be the independent variable in an experiment like this? 4. What would be the dependent variable in an experiment like this? 5. Define melting. 6. Define Evaporation. 7. Using a ruler, draw a vertical line on the graph where you think the melting point is being shown. 8. Using a ruler, draw a vertical line on the graph where you think evaporation is being shown. 9. Label the area in the graph where you think there is solids, liquids, and gases. 10. Even though the substance was taking in thermal energy, why do you think there is somewhat, horizontal sections (2 to 4 minutes and 19 to 21 minutes) in your graph? (Hint: Think about what is happening at those points and what the energy is being used for) 11. Explain how you can physically see a different in the particle movement at 20 minutes time as compared to 0 minutes time. Have you ever noticed those large chunks of ice in the winter sitting on your driveway? The sun comes out and by the end of the day there is no evidence of the ice ever being on the driveway. How does this happen? Procedure 1. Set up your ring stand and base. 2. Be sure to have two O-rings attached. 3. Obtain a thermometer. We will work in Celsius. 4. Obtain 250mL of ice. 5. Set up the bunsen burner. 6. Begin heating the ice. 7. Record the temperature every 15 seconds until it reaches a rolling boil. Once your water is in a full rolling boil, record at least four more temperatures. 1. What is the independent variable in the lab? 2. What is the dependent variable in the lab? 3. Explain the process of why the substance is changing state. 4. Draw a series of pictures, at least, how the molecular makeup of the substance is changing throughout the lab. 5. Why did the temperature not rise as quickly when the substance was boiling? 6. Define melting point. 7. Define boiling point. 8. Since melting point and freezing point occur at the exact same temperature, what is the difference in determining if the substance is going to freeze or melt? 9. After cutting off the thermal energy, explain would would happen tot he particles that were in the gas state and why would this happen? 10. Create a graph showing how the temperature of a substance changes over time when there is a constant addition of thermal energy. Draw a vertical line at the freezing/melting point and the boiling point. Label each section of your graph with the appropriate state of matter. December 15th - Lab Due end of Class / Directed Reading A - Temperature **(Due Tomorrow)** December 16th - Current Event on any topic from Chapters 4,5, or 6. December 19th - Bill Nye - Heat / **Vocabulary Activity - Riddle Me This? (Due Tuesday)** December 20th - Heat Transfer Poster Open a new word document. Type your name. Hit return and then center justify and title the document "Heat Transfer". Your hyposthesis (If....then....) statement should start as follows, If we use a good conductor between two different temperatures, then ___. Create a data table that is three columns and 10 rows. You may have to extend the rows depending how long it takes for the heat to transfer or your ability to boil 250mL of water. You are going to record the temperature of both cup every 30 seconds until give the okay to stop recording. (m) || Hot Cup Temperature (˚C) || Cold Cup Temperature (˚C) || Copy and paster the following questions into your document under a section labeled analysis. 1. How do you know that heat was transferred from one calorimeter to the other? 2. In which direction did the heat flow? 3. The lines on your graph do not cross although they appear to be getting closer as time increases. If you measured the temperature of each cup for a long enough time, would the two lines eventually cross? 4. Where is the slop of the graph the greatest? Why? 5. What does the slope of the graph tell you about the rate of heat flow as compared to temperature difference? 6. Did you observe the above information in your data? If not, why not? 7. Create a graph showing how the heat transferred over time. You should have two lines on your graph as you are showing the temperature decrease for the hot cup and the temperature increase for the cold cup. January 5th - Chapter 6 Review January 6th - Chapter 6 Test / **Chapter 1 Introduction to Matter Word Find and Definitions (Due Monday)** January 9th - Notes / Chemical Change vs. Physical Change January 10th - Chemical vs. Physical Glog January 11th - Snow Day Name || Use || Organic or Inorganic || ScientificName || January 12th Extra Credit Posted - Elemental Challenge **Due Tuesday January 17th** January 13th - No School January 16th - No School January 17th - Notes January 18th & 19th - Lab - Law of Conservation of Matter The Law of Conservation of Mass was established in 1789 by French Chemist Antoine Lavoisier. His law states that mass is neither created nor destroyed in any ordinary chemical reaction. More simply put, the mass of substances produced (**products**) by a chemical reaction is always equal tot he mass of the reacting substances (**reactants**). The purpose of this lab is to attempt to verify and observe the law of conservation of mass - //In any chemical reaction, the total mass of the reactants is always equal to the mass of the products.// Open a new word / google document. Type your name. Hit return, center justify and title the document Law of Conservation of Mass. The word equation for the reaction in this lab is as follows: //**vinegar + baking soda __yields__ sodium acetate + water + carbon dioxide**//
 * December 13th - Plotting Phase Changes**
 * Temperature ˚C || Time (min) ||
 * -2 || 0 ||
 * -1 || 1 ||
 * 0 || 2 ||
 * 0 || 3 ||
 * 0 || 4 ||
 * 3 || 5 ||
 * 11 || 6 ||
 * 20 || 7 ||
 * 24 || 8 ||
 * 32 || 9 ||
 * 38 || 10 ||
 * 45 || 11 ||
 * 54 || 12 ||
 * 62 || 13 ||
 * 74 || 14 ||
 * 83 || 15 ||
 * 89 || 16 ||
 * 94 || 17 ||
 * 98 || 18 ||
 * 100 || 19 ||
 * 100 || 20 ||
 * 100 || 21 ||
 * December 14th - Change of State Lab**
 * Open a new blank document in word. Type your name and hit return. Center justify and title the document Change of State. Save the document as Change of State. Develop a hypothesis and the create a data table. The data table should be six (6) columns and eighteen (18) rows. The title for each column will be Time, Temperature, State, Time, Temperature, State, in that order.**
 * Copy and paste the following questions under the analysis section on your document.**
 * January 3rd Heat Transferring Lab**
 * Time
 * 0 ||  ||   ||
 * .3 ||  ||   ||
 * 1 ||  ||   ||
 * 1.3 ||  ||   ||
 * The heat gained by one calorimeter should equal the heat lost by the other calorimeter. If both calorimeters contain the same amount of water the temperature gain of one should equal the temperature loss of the other.**
 * January 12th - Identifying Compounds**
 * Open a new word document. Select layout and change the orientation of the page to landscape. Type your name. Create a table that is 10 columns and 17 rows. Use the internet to help you fill in the table. If the compound does not contain six elements, fill in as many as it has.**
 * Compound || Element 1 || Element 2 || Element 3 || Element 4 || Element 5 || Element 6 || Common
 * C6H8O6 || Carbon || Hydrogen || Oxygen ||  ||   ||   || Vitamin C || Health || Organic ||   ||
 * NaHCO3 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaCl ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C12H22O11 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaOCl ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * H2O2 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Na2CO3-10H2O ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C7H5NO3S ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CH3COCH3 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * CH4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C6H8O7 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C9H8O4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * C2H5OH ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * HCL ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaOH ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * NaHSO4 ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

//**You will test the law twice in two different experiments.**// //**Trial 1**// //**1. Obtain the mass of 400ml beaker with 30ml of vinegar contained.**// //**2. Measure out 10g of baking soda.**// //**3. Calculate the mass of the products including the beaker.**// //**4. Carefully pour the baking soda into the beaker of vinegar and the reaction to complete.**// //**5. Measure and record the mass of the remaining products inside the beaker.**// Trial 1 Hypothesis: If I create a chemical reaction in a open system, then the mass of the product will __ the mass of the reactants.
 * Mass of Beaker and Vinegar || Mass of Baking Soda || Mass of Reactants before reaction || Mass of Products after reaction ||

//**Trial 2**// //**1. Record the mass of an empty ziplock baggie.**// //**2. Record the mass of film canister containing 30ml of vinegar.**// //**3. Measure out 10g of baking soda.**// //**4. Place the baking soda inside the baggie.**// //**5. Calculate the mass of the reactants and container (Baggie, baking soda, canister and vinegar).**// //**5. Carefully place the film canister, upright, inside the baggie.**// //**6. Seal the baggie.**// //**7. Gently turn over the film**// **//canister allowing the reaction to take place.//**
 * //8. Obtain the mass of the closed baggie after the reaction has stopped.//**


 * Mass of Baggie || Mass of Baking Soda || Mass of canister and vinegar || Mass of reactants before reaction || Mass of Products after reaction ||

Trial 2 Hypothesis: If I create a chemical reaction in a closed system, then the mass of the product will ___ the mass of the reactants.

Copy and paste the following questions into your document. 1. List the state of matter for vinegar and baking soda. 2. Define Chemical Reaction. 3. List three different physical properties of baking soda. 4. List three different physical properties of vinegar. 5. What evidence was there that showed a chemical reaction took place? 6. How did the final mass of the system compare with the initial mass of the system for each trial? If the law of conservation of mass was violated for either trial, specify which one, and justify your results for the violation. 7. Indicate the state of matter for each reactant and product. (there were two reactants and three products involved with this experiment) Use the internet to help if need be. 8. List the states of matter for sodium acetate, water, and carbon dioxide 9. Design another experiment in which you could have tested the law of conservation of mass. 10. Calculate the percent error for each trial, initial mass vs. final mass of reactants and products. Use the following formula **Percent error = ((Experimental Value - Theoretical Value) / Theoretical value) X 100**

January 19th - Chapter 1 Properties of Matter Crossword (Due Monday) January 20th - Chapter 1 Review Pages 24-25 (omit #17) / **Chapter 1 Test Tuesday** January 23rd - Notes January 24th - Snow Day January 25th - Chapter 1 Review on QUIA January 26th - Chapter 1 Test January 27th - Elements Quiz / Chapter 3 Word Find and Definitions **(Due Monday)** January 30th - Notes on Elements, Mixtures, and Compounds / Chapter 3 Crossword **(Due Tuesday)** January 31st - Snow Day February 1st - Directed Reading A - Elements February 2nd - Download the work sheet below called Examples of Elements, Mixtures, and Compounds. Save the worksheet and follow directions. (DO NOT PRINT THE WORKSHEET) February 3rd - Download the document below. Save it as Elements, Mixtures, and Compounds Worksheet. Be sure to type your name on the worksheet. Use your textbook or the internet to help you answer the questions. Make sure the answers are underlined and in bold. (DO NOT PRINT THE WORKSHEET). When you have finished the worksheet, visit the link below and take the online quiz as a review in preparation for the test coming up next week. https://www.quia.com/quiz/1354264.html?AP_rand=477768546 February 6th - Elements, Compounds, and Mixtures Webquest February 7th - Notes on Concentration February 8th - Concentration Problems **(due Tomorrow)** February 9th - Snow day February 10th - Solubility Lab Download and save the document below. February 13th - Pages 74-75 Numbers 1-26 / Test Thursday February 14th - Tasting Concentrations Lab Open a new word document and type your name. Hit return. Center justify and title the document Tasting Concentrations Lab. Save the document. Copy and paste the following information onto your document. Objective: To determine the concentration of five different solutions based on taste, smell, and sight. Hypothesis (If.....then.....) Create a table based of the example below
 * Drink || Concentration || Taste || Smell || Coloration ||
 * 1 Gram ||  ||   ||   ||   ||
 * 3 Gram ||  ||   ||   ||   ||
 * 5 Gram ||  ||   ||   ||   ||
 * 7 Gram ||  ||   ||   ||   ||
 * 9 Gram ||  ||   ||   ||   ||

Analysis: 1. Define the following a. Concentrated b. Dilute c. Concentration d. Solution e. Mixture 2. Make a drawing of each glass using dots to represent the particles of the drink mixture in each solution. You should draw five different glasses. 3. How could you use taste, smell and sight to identify the different solutions? Explain your answer using terms in this section of the book P. 64 - 71. 4. Is it possible for student to have different observations of each solution? Explain your answer using taste as the main topic. 5. What is the independent variable in the lab? 6. What is the dependent variable in the lab? 7. Create a line graph showing how the concentration of the solutions changed due to the change amount of mix used. 8. Is the solution a heterogeneous mixture or a homogeneous mixture? Explain. February 21st - Introduction to Atomic Models Down load the following document, type your name on it and save it. Use the following article to help you answer the questions. You may also research on the internet if needed. February 22nd - Directed Reading A - The Atom February 23rd - Bohr Model Diagrams February 24th - Bohr Model Diagrams / Vocabulary Activity - Atomic Anagrams Create a new blank document. Type your name, hit return, center justify, and title it About the Periodic Table. Copy and paste the following questions in the word document. Use the links provided to answer the questions that follow the links. Make sure the answers are bolded and underlined. Click [|here] to learn more. 1. Why are the elements placed in specific places on the Periodic Table? 2. Periods are that run from ANSWER to ANSWER. 3. Elements in the same period have the same ANSWER. 4. Every element in the first period has a shell for its ANSWER. Every element in the second period has for its ANSWER. See the pattern? 5. Groups are ANSWER that run from ANSWER to ANSWER. 6. The elements of a group have the same number of ANSWER in their ANSWER shell. 7. Every element in group one has ANSWER electron in its outer shell. Every element in group two has ANSWER electrons in its outer shell. 8. Hydrogen is special because it can act like two groups, ANSWER and ANSWER. 9. Hydrogen sometimes is ANSWER an electron and sometimes it has an ANSWER electron. 10. Although helium has only ANSWER electrons in its outer shell, it is grouped with elements that have ANSWER. 11. The green elements on this table are called ANSWER elements. They each have ￼ANSWER electrons in their outer shell.
 * February 27th - The Periodic Table**

__**GETTIN'' TOGETHER WITH THE FAMILIES!!!!**__ Use this site to fill in the blanks below: http.//chemicalelements.com/ 12. Click on Alkali Metals (left bar) and answer the following questions. a. What is the group number? b. Are these metals reactive? c. Do these metals occur freely in nature? d. How many electrons are in their outer shell? _ e. What are the three characteristics of ALL metals? _ f. Are these metals soft or hard? g. Name the two most reactive elements in this group? _ and h. What happens when they are exposed to water?

__**13. Click on Alkaline Earth Metals (left bar) and answer these questions.**__ a. What is the group number? b. Are these metals reactive? c. Do these metals occur freely in nature? d. How many electrons are in their outer shell? _ __(Hint: It’s the same as their oxidation number or group number.)__

__**14. Click on Transition Metals (left bar) and answer these questions.**__ a. How many elements are in this group? b. What are the group numbers? _through __c. What are valence electrons?__ __d. Because the valence electrons are present in more than one__ transition metals often exhibit several common. e. Name the three elements in this family that produce a magnetic field. __,_____, and__ ___. ￼￼￼__

__**15. Click on Other Metals (left bar) and answer these questions.**__ __a. How many elements are in this group?__ __b. What are the group numbers?__ through _ c. How are these other metals similar to the transition metals? d. How are these metals different than the transition metals? e. List three physical properties of these other metals. f. What are the oxidation numbers for this group?

__**16. Click on Metalloids to answer these questions.**__ a. Metalloids have properties of both _ and __.__ __b. Define semiconductor__ __c. Name two metalloids that are semi-conductors.__ ___ and__ _. __d. This property makes metalloids useful in__ ___ and__ ___.__

__**17. Click in Nonmetals to answer these questions.**__ __a. What are the group numbers?__ through__.__ __b. List four characteristics of ALL nonmetals.__ __c. What two states of matter do nonmetals exist in at room temperature?__ _ __d. The nonmetals have no__ and do not _. e. What are the oxidation numbers of the nonmetals? _

a. What is the halogen group number? b. Are halogens metals or nonmetals? c. The term “halogen” means and compounds containing halogens are called. d. How many electrons are in their outer shell? e. What is their oxidation number? ￼ f. What states of matter do halogens exist in at room temperature?
 * 18. Click on the Halogens (left bar) to answer these questions.**

__**19. Click on Noble Gases (left bar) and answer these questions.**__ a. What is the group number? b. Why were these gases considered to be inert or stable? c. What is their oxidation number?

__**20. Click on Rare Earth Elements ( Inner Transition) (left bar) and answer these questions.**__ a. On you periodic table, label the Lanthanide and Actinide series with your pencil. b. How many Rare Earth elements are there? c. Define trans-uranium. d. The Rare Earth metals are found in group __and period__.

February 28th - All About the Periodic Table Webquest / Chapter 5 Word Find and Defintions March 1st - Alien Periodic Table March 2nd - Chapter Review P98-99 / Reinforcement: Placing all your elements on the table March 3rd - Chapter 4 Test March 6th - Notes March 7th - Notes / Chapter 1 Crossword March 8th - Mid-term March 9th - Mid-term March 10th - March 13th - Notes March 20th - Owl Pellet March 21st - Owl Pellet March 22nd - Owl Pellet March 23rd - Owl Pellet March 24th - Owl Pellet March 27th - Birds of Prey Packet March 28th - Birds of Prey Pack and Skeleton Due end of class March 29th - **Graphing Populations**
 * Directions: For this activity you will need a penny and a die. Flipping the penny will determine if factors are favorable or unfavorable. Heads will be favorable and tails will be unfavorable. Rolling the die will determine the amount of organisms you population changes.**

Have you ever noticed when the weather is good in a year the following year leads to an increased population for that species? The weather can influence so many factors needed by a species.

Open a new word document and type your name. Hit return and center justify and title the document Graphing Populations. Create a hypothesis on how the weather will influence a species. Hit return and create a data table section which includes a table that is four columns by twenty five rows. The first column hold years 0 to 24 and the third column will hold years 25 to 49.

Hypothesis: (If....then....)

Data Table:
 * Year || Population || Year || Population ||
 * 0 || 50 || 25 ||  ||

Analysis Questions: 1. What is a limiting factor? 2. List four limiting factors? 3. Explain how light can be limiting factor. 4. What are two ways in which a population can increase? 5. What are two ways in which a population can decrease? 6. What is carrying capacity? 7. Why is space a limiting factor? 8. List two factors of weather that can limit the size of a population? 9. Create a graph which shows how the population changes over the years. 10. What is independent variable in this activity? 11. What is the dependent variable in this activity? 12. What are two ways not completely effected by weather that a population can increase? 13. What are two ways not completely effected by weather that a population can decrease? March 30th - Food Web vs. Food Chain March 31st - Symbiotic Relationships

April 3rd - Notes / Video on Color and Camouflage / Test Chapter 1 Wednesday Open a word document and type your name. Hit return and center justify and title the document color and camouflage. Hit return, left justify and paste the following questions into the document. Click on the following link to view the video and answer the questions below http://www.blueworldtv.com/webisodes/watch/color-and-camouflage 1. The frogfish is an ambush predator. What is an ambush predator? What other ways might animals get their prey? 2. Why do you think some animals in the ocean want to blend in, but others want to stand out? 3. What is mimicry? Other than the examples given in the film, can you think of other examples of mimicry? 4. What are the two main reasons animals use camouflage? (Hint: has to do with being a predator or prey). 5. A nudibranch has aposematic camouflage. What does that mean? 6. Internet research: How does an octopus accomplish changing the color of its skin? April4th - Interactions of Living Things Concept Map April 5th - Chapter 1 Test April 6th - Notes April 7th - Ecological Succession Webquest Open a word document and type your name, title it Ecological Succession Webquest, and save the document. Copy and past the following question in the document. Go tot he following website, https://pbs39.pbslearningmedia.org/resource/fab409c1-6da0-4090-beaf-34bd21f2ffeb/ecological-succession-change-is-good-crash-course-ecology-6/#.WOeymlPyt0e 1. How do more complex organisms benefit from simpler organisms in an ecological community? Click on the crash course video. 2. True or False Succession can happen in any size piece of land. 3. Name three natural disturbances that can cause ecological succession. 4. What is called when organisms populate an area for the first time? 5. What is the advantage to desolate wastelands in regards to succession? 6. What are the first species called that move into an area? 7. What type of organisms are dominant in primary ecological succession? 8. What helps seeds disperse during primary ecological succession? 9. What is the outcome of primary successional landscape? 10. What is the beginning of secondary succession? 11. What is a microclimate? 12. What two factors effect an area the most? 13. When does succession stop? 14. What kind of community is it considered when change ends? 15. Define stochasticity. 16. Provide an example of a predictable ecological succession outcome. 17. Provide an example of an unpredictable ecological succession outcome. 18. Why does stability never happen in an ecosystem? 19. What is a key factor to let scientist know an ecosystem is in the later stages of succession? 20. Define biodiversity. 21. What kind of disturbances have the greatest effect on biodiversity? 22. Can two disturbances in the same area produce two different successional outcomes. 23. Why did people think we should never let a forrest burn? 24. What is the only constant in ecological succession? April 18th - 21st Global Forest Restoration April 25th - Current Event Open a new word document. Type your name, hit return, center justify and type Current Event. Save your document. Copy and past the following questions into the document. 1. What type of plastic is commonly found in water bottles? 2. Provide three other items this plastic is typically found in. 3. Provide three reasons why this particular type of plastic is so widely used in the world today. 4. Define Biodegradable. 5. Define Enzyme. 6. Why are enzymes so important with this bacteria? 7. Describe the process on how scientists discovered this bacteria. Click on this and read the article to answer the above questions. Once you are done answering the questions, copy and paste the following three tasks below your questions. Provide a summary of the article. (4 to 6 Sentences) Provide your opinion of the article. (4 to 6 Sentences) Discuss the potential impact this discovery could have on the environment. (5 to 7 Sentences) =April 24th -Tracking Your Trash= Open a new word type your name, hit return, center justify, and then type Tracking Your Trash. Save your document as Tracking Your Trash. Use the data table which shows the generation and recovery of materials in Municipal Solid Waste in millions of tons to create three graphs. A graph for the Weight generated, weight recovered, and percent of generation. Your graphs should be exploded pie charts. Total ||= 3.1 206.9 ||= 0 45.0 ||= 0 21.75 || 1. Numerous graphs can be generated from the data provided in the above table: a. Create an exploded pie graph for the weight generated. b. Create an exploded pie graph for Weight recovered. c. Create an exploded pie graphfor percent of generation. 2. Use your graphs to answer the following questions: a. What is the greatest type of waste generated? What is second and third? b. How many millions of tons of waste are produced each year? c. What is the greatest type of waste recovered (recycled)? Why? d. What percentage of MSW (Municipal Solid Waste) is presently recycled or recovered? e. What types of materials do you think can be easily recovered but are not? 3. It is estimated that each person in the United States produces about 4.4 pounds of garbage per day. Calculate the amount of garbage produced for the following a. Week (7 days) b. Month (30 days) c. Year d. Decade e. Lifetime (80 years) April 27th - Lorax April 28th - Chapter 4 Review Pages 94-95 1-22 Answers only May 1st - Recycle City Name: _ Website: http://www.epa.gov/recyclecity/ Instructions: Type in the above link, when the page opens, go to the link: "Recycle city" --it's the green road sign. You'll now see a picture of the city. Recycle city is divided into 4 quadrants (northeast, northwest, southeast and southwest). All the parts of the city are clickable! You'll need to explore the city to complete this quest. 1. Name ways that each of these items can be reused, instead of throwing them away. Cardboard box: Plastic milk cartoon: Glass jar: Newspaper: 2. Where in Recycle City where you can get information on what to do with leftover cleaning products. Why is it important that we not throw chemicals into the regular trash? 3. Visit some houses in Recycle City. Make a list of 4 hazardous wastes that can be found in those houses. 4. Cruise around Recycle City and write down 2 tips you can use to reduce pollution and waste that come from cars. 5. Gas stations aren't just places to fill up the tank. Can you find 2 things that Shaq at the Recycle City gas station does to help the environment? 6. Identify 2 recycling activities that Recycle City students use to help raise money for class projects. 7. Name 4 car parts that can be re-used rather than thrown away. 8. Find at 3 places in Recycle City where books are resold or reused. 9. Harlin Hazzard of the Recycle City Hazardous Waste Center wants to hire you as his assistant manager. Before you can accept, you must name the 4 characteristics that make hazardous waste hazardous. 10. You've been hired to build a landfill for a neighboring community. Use Recycle City's landfill to help you. What are the 5 layers that a landfill needs to be safe? 11. How can your family could cut down on the amount of junk mail you receive at home? 12. Name 3 places in Recycle City can you find used tires. Look carefully. 13. Look at some businesses in Recycle city. List 2 things businesses can do to reduce the amount of waste. 14. What are compost bins? 15. Name two places in recycle city where you can find a compost bin?
 * =  ||= Weight Generated ||= Weight Recovered ||= Percent of Generation ||
 * = Paper ||= 77.8 ||= 26.5 ||= 34.06 ||
 * = Glass ||= 13.7 ||= 3.0 ||= 21.86 ||
 * = Ferrous Metals ||= 12.9 ||= 3.4 ||= 26.35 ||
 * = Aluminum ||= 3.0 ||= 1.1 ||= 36.66 ||
 * = Nonferrous metals ||= 1.2 ||= 0.8 ||= 66.66 ||
 * = Plastics ||= 19.3 ||= 0.7 ||= 3.63 ||
 * = Rubber and Latex ||= 6.2 ||= 0.4 ||= 6.45 ||
 * = Textiles ||= 6.1 ||= 0.7 ||= 11.47 ||
 * = Wood ||= 13.7 ||= 1.3 ||= 9.48 ||
 * = Other Materials ||= 3.3 ||= 0.7 ||= 21.21 ||
 * = Food Wastes ||= 13.8 ||= 0 ||= 0 ||
 * = Yard Trimmings ||= 32.8 ||= 6.5 ||= 19.82 ||
 * = Misc. Inorganics

Play the Dumptown Game Click on the link on the road sign that says "Dumptown Game". Carefully read the instructions before playing the game. The overall idea is that you start with a dumpy dirty city, and you will start recycling programs that will improve your city 1. Your goal is to reduce the amount of **paper** going into the landfill, while spending as little money as possible. Determine what combination of programs will cause the greatest effect for the least cost. (Remember, you're only worried about paper at this point) What combination of programs did you use? Check the bar graph, how many tons of paper and cardboard did you end up with? How much did it cost ? 2. Now try to reduce the overall waste in the city. You cannot spend more that $200,000. Try different combinations of programs to determine which combinations will get you the most benefits for you money. What combination of programs did you use? Total Waste recovered? How much did it cost ? 1. What four specific groups of people will climate change strike especially hard? 2. Most risks to public health will caused by this in the coming decades. 3. What are the three main diseases which will cause an increase in deaths? 4. What are the eight groups of people will be most vulnerable to health impacts caused by climate change? 5. Is climate change is going to cause more deaths then this disease did? 6. Why can’t climate change be eradicated like past diseases such as polio? 7. How many heat related deaths is the surgeon general projecting to occur by 2030? 8. What is the Paris climate agreement? (research if necessary) 9. How many countries are needed to sign the Paris climate agreement? 10. What are the three biggest risks that earlier climate change researchers have called attention to in regards to dangers towards humans? 11. What two food staples face serious risk with rising temperatures? 12. What area of the Earth could become completely uninhabitable by 2030 if an agreement to change emissions is not signed? 13. What is the major cause of climate change? 14. Since hot sunny days “cook” smog, people that have what two respiratory conditions will be put into danger? 15. Warming temperatures can cause what two events which will also effect the air quality? Provide a summary of the article. (4 to 6 Sentences) Provide your opinion of the article. (4 to 6 Sentences) Discuss the potential impact this discovery could have on the environment. (5 to 7 Sentences) May 8th - Identifying Food Labels May 9th - Building a Meal May 10th - Building a Meal May 11th- Bill Nye - Cell Bill Nye: Cells Name: 1. All the plants and animals in the world are made of. 2. Humans have about _ cells in them. 3. Cells are alive and they ___.__ 4. Is a sea sponge ALIVE or NOT? 5. Cell membrane comes from a word that means _ _. 6. Yogurt and cheese are made from milk using bacteria and _ cells. 7. _ is the fastest growing organ. 8. _ tell your cells what to do. 9. Genes are made of ___.__ 10. Humans have _ pairs of chromosomes. 11. How many red blood cells can fit in the letter O? 12. Which type of blood cell attacks viruses? 13. Do you think a Twinkie is alive? May 12th Cell Structure May 15th - Keystones (Adjusted Schedule) May 16th - Keystones (Adjusted Schedule) May 17th - Parts of the Compound Light Microscope
 * May 2nd - Current Event**
 * Open a new word document and type your name and hit return. Center justify and type Current Event and hit return and type Climate Change Worse than Polio. Hit return and copy the following 15 questions and paste them into your document.**
 * Use this [|link] to answer the questions.**
 * Once you are done answering the questions, copy and paste the following three tasks below your questions.**

May 16th - Letter e Slide May 11th - Microscope Field of Views May 12th - Microscope Field of Views May 13th - Chapter 1 Test - It's Alive / Chapter 2 Crossword