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Exceptional Science (Period 5)

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Q3W1 (1/6-1/10)

Happy New Year and welcome to your last quarter of middle school!  The next few months will fly by quickly.  Some students will begin to see nightly homework- see individual teacher for specific questions. This is done in an effort to help students retain previous knowledge and guide content that should be re-addressed. Students should continue to complete a little each evening/day on the study guides when new ones are handed out.

Here is a look at this upcoming week (as always plans are subject to change):

Monday: Free Body Diagram (FBD) practice with F=ma

Tuesday: Free Body Diagram (FBD) practice with F=ma

Wednesday: Lab activities over PS2.2 and PS2.4.

Thursday: Study Guides must be not only competed but correct

Friday: Target concept over PS2.2 and PS2.4

Standard(s) Addressed:

Standard 8.PS2.2 Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Standard 8.PS2.4 Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Learning Targets:

  1. Define contact force and non-contact force and identify examples of each in everyday phenomena.
  2. State Newton’s 2nd Law of Motion.
  3. Identify the acceleration of gravity as 9.8m/s2.
  4. Draw and label a free-body diagram for various situational phenomena and calculate net force when possible.
  5. Develop a mathematical model and describe the relationship between force, mass, and acceleration when given a data set (Newton’s 2nd Law).
  6. Calculate force, mass, or acceleration when given two of the three variables in situational phenomena or math problems.
  7. Describe the motion of an object based on the force placed upon the object and represent those forces in free-body diagrams.
  8. Plan and conduct investigations to collect data on non-contact forces and the factors that influence the strength of those forces on an object.
  9. Plan and conduct investigations to test claims about the relationship between force, mass, and acceleration.
  10. Synthesize free-body diagrams for hypothetical or potential situations to anticipate force inputs on the represented system with explanations of the inclusion of each force.
  11. Using data obtained from the investigations, evaluate Newton’s 2nd Law’s validity and communicate its application in everyday phenomena.

PS2.2 and PS24 Forces

Here is a powerpoint that goes over many of the things we are beginning to cover in class. Students may refer to it for additional help. Don't forget study guides are due Monday 12/16.  Students have been asked to complete a few each evening.

Last 2 weeks of Q2

Season Greetings- This week we are beginning our studies on forces and we will end the quarter with this and pick back up when we return from break. 

Here is a tentative look at the next two weeks (but there will be adjustments I am sure):

Monday (12/9): Guidance and/or introductions to non-contact forces (PS2.2) Study Guides handed out

Tuesday: Non-Contact Forces possible lab

Wednesday: Notes on non-contact forces

Thursday: Free- Body Diagram practice and notes

Friday: Free body diagram practice

Monday (12/16): Semester Review, Study Guides due

Tuesday: Semester Test

Wednesday: Calculating Force, Mass, and Acceleration notes

Thursday: Calculating Force, Mass, and Acceleration

Friday (12:20): ½ day for students, dismissal is at 11:30

8th grade end of quarter test/exam schedule (however, it may change some depending on what may happen with teacher)

Monday 12/16: Physical Science

Tuesday 12/17: Science (including part 2 of Physical Science)

Wednesday 12/18: Math (including Algebra) and Social Studies

Thursday 12/19: Language Arts

Standard(s) Addressed:

Standard 8.PS2.2- Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Standard 8.PS2.4- Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

Learning Targets:

  1. Define contact force and non-contact force and identify examples of each in everyday phenomena.
  2. State Newton’s 2nd Law of Motion.
  3. Identify the acceleration of gravity as 9.8m/s2.
  4. Draw and label a free-body diagram for various situational phenomena and calculate net force when possible.
  5. Develop a mathematical model and describe the relationship between force, mass, and acceleration when given a data set (Newton’s 2nd Law).
  6. Calculate force, mass, or acceleration when given two of the three variables in situational phenomena or math problems.
  7. Describe the motion of an object based on the force placed upon the object and represent those forces in free-body diagrams.
  8. Plan and conduct investigations to collect data on non-contact forces and the factors that influence the strength of those forces on an object.
  9. Plan and conduct investigations to test claims about the relationship between force, mass, and acceleration.
  10. Synthesize free-body diagrams for hypothetical or potential situations to anticipate force inputs on the represented system with explanations of the inclusion of each force.
  11. Using data obtained from the investigations, evaluate Newton’s 2nd Law’s validity and communicate its application in everyday phenomena.

Q2W6 (12/2-12/6)

Here is to hoping that everyone had a wonderful Thanksgiving with friends and family. How is already December and that the end of the semester is so near.  Students should ensure they are completing and turning in all assignments and gathering assignments when absent.  It is also very beneficial for students to take a few minutes each evening to review content. Students will have a semester exam towards the end of the semester and should prepare a little each night. Don't forget batteries and super strong magnets if you have them.

Currently, there is a donors choose to get better seating options for students, if you feel inclined to donate. . . follow the link (we are headed into forces and math heavy portions so the tables would be great for that and the link expires in January).

  Savvy Seating for Science and Stem Students

Here is a tentative look at the week:

Monday: Lab (varies by class, some will be completing electromagnet lab and others working on motors)

Tuesday: PS2.1 (Magnetism and Electricity) Study Guide due, Complete labs

Wednesday:  TC PS2l.1, Begin PS2.2 activity

Thursday: Begin PS2.2 (non-contact forces)

Friday: Notes on non-contact forces

Standard(s) Addressed:

8.PS2.1 Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. 

8.ETS1.1 Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that optimal design can be achieved. 

Learning Targets:

1. List the special properties of a magnet, electricity, a conductive wire, and a metal rod.

2. Define an electromagnet, electric generator, and electric motor.

3. Construct an explanation of how to vary the strength of an electromagnet, electric generator, and an electric motor.

4. Interpret data to determine how changes made to an electromagnet, electric generator, or electric motor would affect their strength.

5. Conduct an investigation to determine how to flip a polarity of a magnetic field and factors that influence the magnetic attraction between objects.

6. Describe how the special properties of each material work together to create an electromagnet, electric generator, or electric motor.

7. Design an experiment with independent and dependent variables and an appropriate supply list to learn how to build electromagnets, electric generators, and electric motors.

Q2W5 (11/18-11/22)

Happy Thanksgiving to Everyone! There is no school next week, enjoy time with your loved ones.  Last week ended our study of Earth Sciences until quarter 4 (with the exception of still seeing it on our bell work and tests) and we are moving into the Physical Science discipline. Much of this is the same content that students will see next year with minor modifications.  We will begin studying electricity and magnetism (the relationship between the two), followed by a focus on forces.  This tends to be the most challenging unit for students, so we spend a good amount of time on this unit.  Students will need a calculator daily after we return from Thanksgiving break. It may also be beneficial to have some lose graph paper, but it is not necessary. We will not use an entire pack of it either.  Here is a tentative look at the week but please remember plans can change and not all assignments may be listed as adjustment are made to the lessons and activities.

Monday: Intro to electricity and magnetism activity (PS2.1 and ETS1.1)

Tuesday: Discussion, notes, and demonstration or lab

Wednesday: Discussion, notes, and demonstration or lab 

Thursday: Notes and lab activities possibly.

Friday: Study Guides due, Magnetism and electricity lab (students will need batteries- if this is not possible, please reach out to me so I can prepare accordingly).

Standard(s) Addressed:

8.PS2.1 Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength.

8.ETS1.1 Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that optimal design can be achieved

Q2W4 (11/1-11/15)

Thank you to all those who have served and continue to serve our great nation.

Hopefully everyone had a nice long weekend and remembered to put forth extra effort to thank a veteran. Here is a look at this week: (plans are subject to change)

Monday (11/11): No school

Tuesday: Target Concept on ESS3.1 (Natural Resources), enrichment activity

Wednesday: Continue Enrichment Activity

Thursday: Review for Mid-quarter test

Friday: Mid-Quarter Test (this covers all content from the beginning of the year)

 Follow the link below if you feel inclined to contribute to trying to obtain white board tables
 

ESS3.1 Natural Resources Webquest (11/5)

ESS3.1 Natural Resources WEBQUEST

Click each link below and follow the instructions to answer the questions.

Link 01: Tectonic Landforms

  1. What are three examples of tectonic landforms?
  2. What forces shape/cause tectonic landforms? 

Link 02: Groundwater and the Water Cycle

  1. What is an aquifer?
  2. What is the difference (contrast) between porosity and permeability in underground rock formations?
  3. Find the table about sediments located about half-way down the article. Based upon its porosity and permeability, which kind of underground sediment would most likely contain an aquifer and why?

Link 03: Amount of water in and on the Earth?

  1. Find the section titled "Water is on and in the Earth."  What percentage of Earth's total water is saline, and how much surface water and ground water did we use in the United States in 2010?
  1. Find the table beneath the "Where is Earth's Water Located?" section. What is the volume (in kilometers) of the amount of fresh groundwater on Earth, and what percentage of Earth's total water does this fresh groundwater comprise?
  2. (Use the same table from question 8) Compute and record the difference (subtract) between the percentage of frozen freshwater found in glaciers etc. and the percentage of freshwater found in the ground. 

Link 04: Information about Earth's Water

  1. Scroll down to find the section titled ""  How does rainwater move down into the Earth to be stored as groundwater?
  2. (Continue with the "Groundwater." section) What two key features in rock formations determine how much water the ground can receive and store? 

Link 05: Petroleum and Plate Tectonics

  1. (2nd paragraph) What is the main source of oil and gas?
  2. (2nd paragraph) Explain how tectonic plate processes effect the formation of oil and gas.
  3. (last paragraph) Describe several other ways that tectonic plate processes are connected to oil and gas deposits.

Link 06: Geology and Petroleum

  1. What is one connection between tectonic plate movement and the locations of oil and natural gas deposits?

 Link 07: Earth Science for Kids-Minerals

  1. Write five facts from this article:

Link 08: Top Five U.S. Minerals

  1. Write five facts from this article:

Link 09: How common is groundwater?

  1. Write five facts from this article:

Link 10.  Petroleum (Slide Show) 

  1. Write five facts from this slide show:

Link 11: Petroleum-Oil and Natural Gas

  1. Write five facts from this article:

Q2W3 (11/4-11/8)

Good evening- I wanted to give a quick shout out to students overall on our TC ESS2.4 that was taken today.  The averages across the board were higher than in the past. With that said, there were also more study sheets completed as well.  It is hard to believe that we are almost ½ way into quarter two.  The quarter and semester one will end before we know it.  

Here is a look at the week:

Monday (11/4): TC ESS2.4, research on fossil fuels and natural resources

Tuesday: Begin standard ESS3.1 (natural resources), study sheet handed out

Wednesday: Notes on ESS3.1

Thursday: More discussion on ESS3.1

Friday: ESS3.1 Study sheet due,  begin PS2.1 (Electromagnetism)

Looking further ahead:

Monday (11/11): No School (thank you to those who serve and have served our country)

Tuesday: TC ESS3.1 (Natural resources) and continue PS2.1

The mid-quarter test will most likely be Friday 11/15 (this covers all standards covered thus far)

Standard Addressed:

8.ESS3.1 Interpret data to explain that Earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes. 

8.PS2.1 Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. 

Feel inclined to donate to making classroom seating more comfortable….follow the link below if you would like to contribute.  Savvy Seating for Science and Stem Students