8th Grade Science - Classwork Resources
Common Ion Charges
Download the chart to the right for a list of charges for ionic compounds. This will be helpful in learning how to name chemical formulas.
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Airbag Lab (05/14/2014)
Refer to pg. 373 in your textbook.
1) Experimental Question: What will happen when you mix calcium chloride and sodium bicarbonate (baking soda)?
2) Hypothesis (if...then statement)
3) Materials (based off of procedure)
4) Procedure (refer to pg. 373 in textbook)
5) Observations (pre and post observations)
6) Analysis Questions
ii. _____H+ ions + ____ NaHCO3 ---> _____CO2 + ____H2O + ____Na+ ions
DUE FRIDAY MAY 16th, 2014
1) Experimental Question: What will happen when you mix calcium chloride and sodium bicarbonate (baking soda)?
2) Hypothesis (if...then statement)
3) Materials (based off of procedure)
4) Procedure (refer to pg. 373 in textbook)
5) Observations (pre and post observations)
6) Analysis Questions
- a) What evidence did you see that a chemical reaction was taking place?
- b) There were two chemical reactions that took place during this lab. Below, are the two unbalanced chemical equations. Balance the following two equations (note: the ions count as free floating individual charged atoms).
ii. _____H+ ions + ____ NaHCO3 ---> _____CO2 + ____H2O + ____Na+ ions
- c) What type of reactions are these?
- d) Was the experiment an endothermic or exothermic reaction? Explain why you think so.
DUE FRIDAY MAY 16th, 2014
Ionic Bonding
Click here to play a game that teaches you more about ionic bonding.
Chemical Bonding and Balancing Equations
For your benefit and reference, I am posting the powerpoints on chemical bonding (ionic and covalent bonding) and balancing chemical equations. Download the following files and follow along. BE SURE TO SUPPLEMENT THESE WITH NOTES ON WHAT YOU LEARN IN CLASS WHEN I GO OVER THESE.
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Resources about the Sun
Complete the graphic organizer on solar flares and auroras (you only need to complete one side...you will jigsaw with your table group members tomorrow).
Use the resources listed on the "Classwork Resources" page to help you. You must use at least 2 sources.
LIST YOUR SOURCES ON THE BOTTOM OF YOUR GRAPHIC ORGANIZER.
Click on the following links to help you learn more about the sun:
An Interview with Mr. Sol
Physics Central: Solar Flares
How Stuff Works: Aurora Borealis
NASA Solar Physics: Coronal Mass Ejections
NOAA: Solar Flares and Technology
Space.Com: Resources on the Sun
NOAA's Space Weather Prediction Center (get predictions/forecasts on Solar Flares in the near future)
DUE TUESDAY APRIL 8th, 2014
Use the resources listed on the "Classwork Resources" page to help you. You must use at least 2 sources.
LIST YOUR SOURCES ON THE BOTTOM OF YOUR GRAPHIC ORGANIZER.
Click on the following links to help you learn more about the sun:
An Interview with Mr. Sol
Physics Central: Solar Flares
How Stuff Works: Aurora Borealis
NASA Solar Physics: Coronal Mass Ejections
NOAA: Solar Flares and Technology
Space.Com: Resources on the Sun
NOAA's Space Weather Prediction Center (get predictions/forecasts on Solar Flares in the near future)
DUE TUESDAY APRIL 8th, 2014
Hubble Space Academy Exploration
Go the interactive Hubble Space Academy site.
Go through each course in the Hubble Space Academy Website below. Complete the accompanying Hubble Academy Log packet as you go through it. IN ADDITION TO THE REFLECTION QUESTIONS, record all the answers you provide as you go through the online course on these sheets as well.
Do all of the following courses:
-Orientation
-Stellar Statistician
-Cosmic Classifier
-Distance Wizard
DUE WEDNESDAY APRIL 9th, 2014
Go through each course in the Hubble Space Academy Website below. Complete the accompanying Hubble Academy Log packet as you go through it. IN ADDITION TO THE REFLECTION QUESTIONS, record all the answers you provide as you go through the online course on these sheets as well.
Do all of the following courses:
-Orientation
-Stellar Statistician
-Cosmic Classifier
-Distance Wizard
DUE WEDNESDAY APRIL 9th, 2014
Internet Investigation-Star Life Cycle (assigned 03/24/2014)
Go to the following link and proceed through the various pages, links and activities to complete the online investigation of the Star Life Cycle:
http://aspire.cosmic-ray.org/Labs/StarLife/starlife_main.html
You can download the investigation worksheet below.
http://aspire.cosmic-ray.org/Labs/StarLife/starlife_main.html
You can download the investigation worksheet below.
star_life_cycle_internet_investigation.doc | |
File Size: | 47 kb |
File Type: | doc |
What is The Big Bang Theory (assigned 03/07/2014)
With your table groups you will Jigsaw the puzzle of answering the question: What is The Big Bang Theory?
In a Jigsaw collaborative group activity, each member of the group will be responsible for becoming an expert on one of the following questions:
Remember, resources don't only mean print (they can be videos, pictures, infographics, books, songs, etc.). The information on this theory can be very complex and difficult, so you will have to keep researching until you find it in terms that you can understand (perhaps look up "the Big Bang Theory explained for kids or in simple terms")
DUE TUESDAY MARCH 11th, 2014
In a Jigsaw collaborative group activity, each member of the group will be responsible for becoming an expert on one of the following questions:
- What is/are the fundamental claims of the Big Bang Theory?
- When was this theory formed and who proposed it?
- What evidence exists to support this theory?
- What implications does it have? or How does it account for the vast distances and sizes of the objects in the universe? or What holes exist in the theory?
Remember, resources don't only mean print (they can be videos, pictures, infographics, books, songs, etc.). The information on this theory can be very complex and difficult, so you will have to keep researching until you find it in terms that you can understand (perhaps look up "the Big Bang Theory explained for kids or in simple terms")
DUE TUESDAY MARCH 11th, 2014
"The Universe-How Big, How Far, How Fast?" (assigned 03/04/2014)
We will be watching an episode of "The Universe." In this episode, we can begin to attempt to fathom the size and vastness of the our universe. Download the file below, and answer the video questions as you watch.
At the end of class, BE SURE TO UPLOAD YOUR COMPLETED ANSWERS TO THE VIDEO QUESTIONS. VIDEO QUESTIONS DUE BY THE END OF CLASS ON TUESDAY MARCH 4th, 2014 |
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intro_to_astronomy-video_how_big_is_the_universe_video_questions.docx | |
File Size: | 18 kb |
File Type: | docx |
Analyzing the Physics Behind Alfonso Cuaron's "Gravity"
Clips from the Movie:
Click on the hyperlinks below. Answer all of the following questions thoroughly:
"Gravity" Extended Trailer
3. Why does the Shenzhou (Soyuz) capsule start to burn up upon entry into Earth? What force is at play?
4. Would the Shenzhou be accelerating (speeding up) as it gets closer to Earth? Why or Why not? (Find another resource to help you answer this question)
"Gravity" Back on Earth (spoiler alert!)5. Why does Dr. Stone have great difficulty standing up once she's on Earth? How did space affect her physical ability to do this?
6. What's wrong (scientifically) with the picture to the right? What's right (scientifically) with it?
7. Considering that nearly the entire movie is portrayed in space, is the title "Gravity" an appropriate title for this film? Why or why not? What other connotations does the word, "gravity" have?
DUE TUESDAY FEBRUARY 4th, 2014
While the plotline, acting, and implicit profound spiritual messages have largely been lauded by critics, the science behind the film garnered some intense scrutiny and sparked some debate about its accuracy. The following links either discuss the philosophical messages behind the movie and present multiple perspectives regarding the scientific accuracy of "Gravity." Browse through these resources and choose one of the writing prompts below. Answer it in at least 2-3 well developed paragraphs. Be sure to cite evidence and your sources. Be sure to include a thesis statement!
Behind the Scenes
Gravity Featurette: From Script to Scene (2013)
Writing Prompt #1: Director Alfonso Cuaron says, "We wanted to do a film about adversities...all these adversities are nothing but a metaphor to the all the adversities we have in our everyday life." What metaphors to real life are made through the various 'adversities' Dr. Stone encounters throughout the film?
The filmmakers also comment about how another central message of the movie is choosing life even in the face of adversity and the human connection. What other relevant Catholic faith and scriptural connections can you make to this underlying message of this movie? Explain. In what ways can our physical world and spiritual worlds collide and influence each other?
Writing Prompt #2: In the clip above, writer Jose Cuaron says "We imagine this image of the astronaut floating into the void. It is metaphorically relevant to how part of life is trying to fight the inertia of how you're drifting." What do you think he meant by this? How can we be inert in life (motion and otherwise)? How can Newton's first law, the law of inertia, also serve as a metaphor for our spiritual life and our relationship with Christ and others? What scriptural passages can you relate to this?
The Debate:
CBS This Morning: Is "Gravity" Scientifically Accurate
"The Science Behind the Film Gravity"
Discover Magazine's: The Real Stories and The Real Science behind "Gravity"
Neil DeGrasse Tyson Isn't Falling for "Gravity"
Writing prompt #3: Defend or argue against the scientific accuracy of the 2013 film Gravity. As we discuss, self-expression, communication, and the power of words and images in Writing, what responsibilities do filmmakers have in providing accurate information? Is it justifiable to allow for inaccuracies in information when entertaining or trying to convey an important message? What responsibilities do spectators, readers or recipients of media and information have in making meaning of what they are presented? Find and cite at least TWO MORE sources of your own, in addition to the ones listed above to support your point.
EVERYTHING DUE BY MONDAY FEBRUARY 10th, 2014
Click on the hyperlinks below. Answer all of the following questions thoroughly:
"Gravity" Extended Trailer
- Explain why Sandra Bullock's character, Dr. Ryan Stone, can't stop spinning when she gets detached from the ISS arm (1:58-5:38).
- Explain why Dr. Stone and Dr. Kowalski cannot grab a proper grip onto the ISS and can't stop moving after they experience impact from the satellite debris.
- Why is it necessary that the astronauts have jet packs on their backs to travel around in space? Under what law(s) of motion according to Newton does the use of a jet pack in space rely on?
3. Why does the Shenzhou (Soyuz) capsule start to burn up upon entry into Earth? What force is at play?
4. Would the Shenzhou be accelerating (speeding up) as it gets closer to Earth? Why or Why not? (Find another resource to help you answer this question)
"Gravity" Back on Earth (spoiler alert!)5. Why does Dr. Stone have great difficulty standing up once she's on Earth? How did space affect her physical ability to do this?
6. What's wrong (scientifically) with the picture to the right? What's right (scientifically) with it?
7. Considering that nearly the entire movie is portrayed in space, is the title "Gravity" an appropriate title for this film? Why or why not? What other connotations does the word, "gravity" have?
DUE TUESDAY FEBRUARY 4th, 2014
While the plotline, acting, and implicit profound spiritual messages have largely been lauded by critics, the science behind the film garnered some intense scrutiny and sparked some debate about its accuracy. The following links either discuss the philosophical messages behind the movie and present multiple perspectives regarding the scientific accuracy of "Gravity." Browse through these resources and choose one of the writing prompts below. Answer it in at least 2-3 well developed paragraphs. Be sure to cite evidence and your sources. Be sure to include a thesis statement!
Behind the Scenes
Gravity Featurette: From Script to Scene (2013)
Writing Prompt #1: Director Alfonso Cuaron says, "We wanted to do a film about adversities...all these adversities are nothing but a metaphor to the all the adversities we have in our everyday life." What metaphors to real life are made through the various 'adversities' Dr. Stone encounters throughout the film?
The filmmakers also comment about how another central message of the movie is choosing life even in the face of adversity and the human connection. What other relevant Catholic faith and scriptural connections can you make to this underlying message of this movie? Explain. In what ways can our physical world and spiritual worlds collide and influence each other?
Writing Prompt #2: In the clip above, writer Jose Cuaron says "We imagine this image of the astronaut floating into the void. It is metaphorically relevant to how part of life is trying to fight the inertia of how you're drifting." What do you think he meant by this? How can we be inert in life (motion and otherwise)? How can Newton's first law, the law of inertia, also serve as a metaphor for our spiritual life and our relationship with Christ and others? What scriptural passages can you relate to this?
The Debate:
CBS This Morning: Is "Gravity" Scientifically Accurate
"The Science Behind the Film Gravity"
Discover Magazine's: The Real Stories and The Real Science behind "Gravity"
Neil DeGrasse Tyson Isn't Falling for "Gravity"
Writing prompt #3: Defend or argue against the scientific accuracy of the 2013 film Gravity. As we discuss, self-expression, communication, and the power of words and images in Writing, what responsibilities do filmmakers have in providing accurate information? Is it justifiable to allow for inaccuracies in information when entertaining or trying to convey an important message? What responsibilities do spectators, readers or recipients of media and information have in making meaning of what they are presented? Find and cite at least TWO MORE sources of your own, in addition to the ones listed above to support your point.
EVERYTHING DUE BY MONDAY FEBRUARY 10th, 2014
Curiosity in Motion
Below is the Curiosity in Motion Assignment. PLEASE READ THROUGH EVERYTHING CAREFULLY and ANSWER THE QUESTIONS as you go through the assignment. The assignment will guide you along what you need to do.
I am posting below all the links you will need for this assignment (Just click on the orange words below):
7 Minutes of Terror Video
MSL Landing Press Kit
Official NASA-JPL MSL Website
*Remember for #4 you DO NOT actually have to go on Twitter to do that part of the assignment. You only need to make a written "tweet" or a statement that is 140 characters or less.
DUE TUESDAY JANUARY 14th, 2014
I am posting below all the links you will need for this assignment (Just click on the orange words below):
7 Minutes of Terror Video
MSL Landing Press Kit
Official NASA-JPL MSL Website
*Remember for #4 you DO NOT actually have to go on Twitter to do that part of the assignment. You only need to make a written "tweet" or a statement that is 140 characters or less.
DUE TUESDAY JANUARY 14th, 2014
curiosity_velocity_and_acceleration.docx | |
File Size: | 23 kb |
File Type: | docx |
Friction Shoe Design and Description
You have been hired by a brand-name athletic shoe company and you must design a shoe for a specific sport.
Using your knowledge of friction:
-BE SPECIFIC, explain exactly HOW each specific feature (whether it's sandpaper, spikes, wheels etc.) increases or decreases friction and how/why (i.e.
does it create more hills and valleys? rolling friction?)
PICTURE AND DESCRIPTION DUE WEDNESDAY DECEMBER 18th, 2013
ACTUAL SHOE DUE TUESDAY JANUARY 14th, 2013
Using your knowledge of friction:
- Draw a picture of what your shoe would look like
- In 1-2 paragraphs, explain why your shoe would be beneficial for an athlete to purchas
-BE SPECIFIC, explain exactly HOW each specific feature (whether it's sandpaper, spikes, wheels etc.) increases or decreases friction and how/why (i.e.
does it create more hills and valleys? rolling friction?)
- Using an old shoe, you are to actually manipulate your old shoe to create a prototype of your shoe design (using household materials)
PICTURE AND DESCRIPTION DUE WEDNESDAY DECEMBER 18th, 2013
ACTUAL SHOE DUE TUESDAY JANUARY 14th, 2013
Acceleration Lab Part 2
Open the below document to see instructions for Part 2 of our acceleration lab.
Elements Poster (assigned 10/18/2013)
1) Pick an element in the periodic table (preferably with an atomic number between 1-88)
2) Research and present on your poster the following information:
Your poster should be aesthetically pleasing, colorful, and should include a VARIETY of images to illustrate your point. It should also include captions, etc.
In essence, we will be creating an incomplete periodic table of elements of interest in our class.
2) Research and present on your poster the following information:
- The name, symbol, atomic number, and atomic mass (this should look exactly like your element's tile on the periodic table)
- The atomic structure of your element (how many protons, neutrons...maybe even a picture of what it's proposed atom looks like) and its characteristic properties
- History of the element (when was it discovered? who discovered it?)
- Where can this element be found? (in what substances, products, etc.?)
- Any other interesting or important information (hazards,unusual places or things it is found in, etc.)
Your poster should be aesthetically pleasing, colorful, and should include a VARIETY of images to illustrate your point. It should also include captions, etc.
In essence, we will be creating an incomplete periodic table of elements of interest in our class.