The 7th grade is creating a periodic table out of every day objects. The purpose of this project is to come up with a way to organize objects into groups based on similar characteristics.
Students will create a table that looks like the periodic table with 8 families (columns) and 4 (7.1) or 5 (7.2) periods (rows). They are skipping the transition elements. Each family should have some characteristic in common and change as you go down the column in some way. The change should be consistent in each family.
For example, the periodic table of colors could be organized by different colors in each family and could get darker from the top to the bottom. However, hydrogen should be different from the other elements in the same column because hydrogen is not truly in the same family.
Each family should have a name based on the characteristics of that family and the project should include a key. The key should explain what each family has in common and how the family changes as you go down the periodic table.
Wednesday, September 18, 2013
Wednesday, September 11, 2013
Speed Project
8th grade is working on a speed project that will be due next Friday, September 20th. They will be calculating the speed that common objects travel. They will need to pick three objects and measure the distance the object travels and the time it takes to find the speed. ALL MEASUREMENTS MUST BE DONE IN THE METRIC SYSTEM-no credit for any work involving standards units (in, ft, etc).
Students can do this for any three objects, but it must be repeatable because they have to have 3 trials for each. They must have three different objects to measure, that means they may NOT measure how fast mom, dad, and sister walk 50m. I would only count one of those. Ideas: speed of a ball thrown, riding a bike, dog running, ant crawling, air freshener travels across a room, candle melting, soap dripping, whatever!
Students will create a display card that gives a title, a diagram, a data table, and the procedures. They will create one card for each set of measurements. The title should be something creative that tells us exactly what the measurements were. The diagram can be a picture taken or a hand-drawn diagram to show what was done. The procedures need to be detailed and something that another person could follow without any prior knowledge of the experiment. The data table should have space for the trials, distance (probably the same for each trial), the time, and speed. They will also need to calculate the average, so this can be included in the data table. Here is an example of a generic data table. All number must always have units. A number without units is just nonsense and not helpful.
Students can do this for any three objects, but it must be repeatable because they have to have 3 trials for each. They must have three different objects to measure, that means they may NOT measure how fast mom, dad, and sister walk 50m. I would only count one of those. Ideas: speed of a ball thrown, riding a bike, dog running, ant crawling, air freshener travels across a room, candle melting, soap dripping, whatever!
Students will create a display card that gives a title, a diagram, a data table, and the procedures. They will create one card for each set of measurements. The title should be something creative that tells us exactly what the measurements were. The diagram can be a picture taken or a hand-drawn diagram to show what was done. The procedures need to be detailed and something that another person could follow without any prior knowledge of the experiment. The data table should have space for the trials, distance (probably the same for each trial), the time, and speed. They will also need to calculate the average, so this can be included in the data table. Here is an example of a generic data table. All number must always have units. A number without units is just nonsense and not helpful.
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Trials
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Distance
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Time
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Speed
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1
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2
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|
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|
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3
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|
|
|
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Average
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Sunday, September 8, 2013
All About Atoms (7th)
Our first unit this year is Chemistry and we start by reviewing what they learned in 5th grade. So, we review the parts of an atom! We then add a little more to it and learn all about atomic models and the atoms of different elements.
In our notebooks, we created a timeline (to scale) for developments of different atomic models. They do have to know the different scientists we discussed and the contributions of each. The timeline includes a foldable we filled out to help them remember the different scientists.
We then reviewed the location and charges for protons, neutrons, and electrons. We filled out another foldable. I found the idea on another teacher's site and then used Publisher to make one for us! We went through everything together and they filled it out. We'll get it glued into our notebooks, but they need it for homework right now.
For their homework, they need to know how to calculate the mass number, atomic number, and the number of protons, neutrons, and electrons. Here are the instructions we went over in class:
We also started learning how to draw Bohr diagrams and Lewis dot structures. A Bohr diagram shows all the electrons that an atom has; whereas, a Lewis dot shows only the valence, or outermost, electrons. In a Bohr diagram the energy levels are shown as rings around the center and the electrons are added to each ring until the energy level is full. This is the Bohr model for an element with 11 protons and 11 electrons. Notice that the first energy level has the only 2 electrons it can hold spaced as far apart as possible because like charges repel. The second energy level will have the electrons spread as far as possible for the first 4, then the electrons start pairing up (this has to do with orbitals-the s, p, and ds that are outside of what we cover in 7th grade). The electrons continue filling the 2nd level until it contains all 8 it can hold, then start filling the 3rd level. We won't have more than 3 energy levels for this class. Also, we have not yet started discussing the periodic table, so students do not need to try to figure out which element this would be.
The Lewis dot structure would be easier to draw because it only shows the valence electrons. These are the outermost electrons an atom has. It is important to be able to tell how many valence electrons an atom has because these are the electrons that are involved in chemical bonds and atoms will react in certain ways with other atoms based on the number of valence electrons. For now, students will determine the number of valence electrons an atom has by looking at the Bohr diagram (we will learn how to do that using the periodic table, but that comes later). For the atom above, it would look like this:
In our notebooks, we created a timeline (to scale) for developments of different atomic models. They do have to know the different scientists we discussed and the contributions of each. The timeline includes a foldable we filled out to help them remember the different scientists.
We then reviewed the location and charges for protons, neutrons, and electrons. We filled out another foldable. I found the idea on another teacher's site and then used Publisher to make one for us! We went through everything together and they filled it out. We'll get it glued into our notebooks, but they need it for homework right now.
For their homework, they need to know how to calculate the mass number, atomic number, and the number of protons, neutrons, and electrons. Here are the instructions we went over in class:
- Mass number = # protons + # neutrons
- Atomic number = # protons (they are always the same number!)
- Protons = atomic number (see above) OR Protons = mass number - # neutrons
- Neutrons = mass number - # protons
- Electrons = # protons OR atomic number
We also started learning how to draw Bohr diagrams and Lewis dot structures. A Bohr diagram shows all the electrons that an atom has; whereas, a Lewis dot shows only the valence, or outermost, electrons. In a Bohr diagram the energy levels are shown as rings around the center and the electrons are added to each ring until the energy level is full. This is the Bohr model for an element with 11 protons and 11 electrons. Notice that the first energy level has the only 2 electrons it can hold spaced as far apart as possible because like charges repel. The second energy level will have the electrons spread as far as possible for the first 4, then the electrons start pairing up (this has to do with orbitals-the s, p, and ds that are outside of what we cover in 7th grade). The electrons continue filling the 2nd level until it contains all 8 it can hold, then start filling the 3rd level. We won't have more than 3 energy levels for this class. Also, we have not yet started discussing the periodic table, so students do not need to try to figure out which element this would be.
The Lewis dot structure would be easier to draw because it only shows the valence electrons. These are the outermost electrons an atom has. It is important to be able to tell how many valence electrons an atom has because these are the electrons that are involved in chemical bonds and atoms will react in certain ways with other atoms based on the number of valence electrons. For now, students will determine the number of valence electrons an atom has by looking at the Bohr diagram (we will learn how to do that using the periodic table, but that comes later). For the atom above, it would look like this:
Calculating Speed
Speed = Distance / Time
This is fairly straight forward. If you are given a distance (km, m, or some ridiculous unit such as miles) and a time (hr, min, sec); you simply divide the distance by the time. The unit for speed would be km/hr, m/s, or something similar (we here mph very often which is miles/hr).
Trying to determine how far an object will travel and how long a trip will take can be simple as well. You could do a little algebra and rearrange your variables or you can remember our simple triangle.
We glued one into our notebooks! The triangle will give you the equation you need if you simply cover up the measurement you are looking for. Looking for the distance? Cover up the D and you get Speed x Time, so D = S x T. Time? Cover up the T for Distance / Speed or T = D / S!
Example:
This is fairly straight forward. If you are given a distance (km, m, or some ridiculous unit such as miles) and a time (hr, min, sec); you simply divide the distance by the time. The unit for speed would be km/hr, m/s, or something similar (we here mph very often which is miles/hr).
Trying to determine how far an object will travel and how long a trip will take can be simple as well. You could do a little algebra and rearrange your variables or you can remember our simple triangle.
We glued one into our notebooks! The triangle will give you the equation you need if you simply cover up the measurement you are looking for. Looking for the distance? Cover up the D and you get Speed x Time, so D = S x T. Time? Cover up the T for Distance / Speed or T = D / S!
Example:
- Ms. Walls is running away from zombies at 3 m/s. If safety is 60 m away, how long will it take Ms. Walls to reach safety? Since we are looking for a time, our equation is T=D/S, now we fill in the information we are given.
- T = 60 m / 3 m/s (since we have m on top and m on bottom, our unit cancel and we have s)
- T = 20 s
- Does this make sense? Double check your number and units!
- Snoopy has flown his doghouse 15 km and it has taken him 30 min. What is his speed in km/hr? The easiest way to solve this is to convert 30 min to hr. Since there are 60 min/hr; divide 30 min by 60 min/hr to get 0.5 hr. Then, find the speed. S=D/T, so S= 15 km / 0.5 hr = 30 km/hr.
Speed and Velocity (8th)
Speed is a rate, or a number that tells us how fast something happens. In this case, it tells us how fast a distance is traveled. For example, if someone rides a bike 2 m/s, they are traveling 2 meters every second. We could use that to track how far they have traveled for a certain amount of time or how long it would take them to arrive at a destination. We often here speed measured in mph or miles per hour; which would tell us how far someone would get if they traveled for an hour at a constant speed.
There are two types of speed. We could look at average speed, the total distance traveled / total time it takes. Average speed would be what you calculate for a race or road trip: John traveled 12 km to the store and it took 20 min to get there. We simply look at how far he traveled and how long it took. Stoplights, changes in speed, etc don't matter here. Instantaneous speed is a measure of how fast on object is traveling at a given instant in time. For example, if you get pulled over for speeding, the cop tells you how fast you were traveling when he caught you with his radar.
Velocity is similar to speed, but it has a direction. Two ways to change velocity are to change speed or change direction. Objects very rarely have a constant velocity for long because objects usually change speed or direction frequently.
There are two types of speed. We could look at average speed, the total distance traveled / total time it takes. Average speed would be what you calculate for a race or road trip: John traveled 12 km to the store and it took 20 min to get there. We simply look at how far he traveled and how long it took. Stoplights, changes in speed, etc don't matter here. Instantaneous speed is a measure of how fast on object is traveling at a given instant in time. For example, if you get pulled over for speeding, the cop tells you how fast you were traveling when he caught you with his radar.
Velocity is similar to speed, but it has a direction. Two ways to change velocity are to change speed or change direction. Objects very rarely have a constant velocity for long because objects usually change speed or direction frequently.
Thursday, September 5, 2013
Science Notebooks
We have spent quite a bit of time, but we have our notebooks all set up and ready. I made some changes from last year. Notebooks are still going to be an essential part of learning, but I've made some improvements that will help us better (I hope).
The first 2 pages are for the table of contents, which is 3 columns, Date, Title, Page #. The front cover also has the expectations and the rubric I will use to grade notebooks.
There is also an index at the back, this is used to put words and ideas in for reference, not to define words, but I may try that later. There is also a ribbon bookmark and a large envelope taped into the back for unfinished work. We haven't used the bookmark yet, but I can have them mark the page an assignment I need to grade is on, so I don't have to search for it. I hated that last year.
Each section is marked with a divider tab on the top of the notebook. I just used a 1.5"x1.5" piece of construction paper and packing tape, it seems to be working. We have a section at the beginning for "Nature of Science" and one at the back for "Bellwork." The units will each have their own section too.
At the beginning of each unit we design a cover page. This is mine :) They do lots of drawing or graphic representations, but they get graded on their use of color, their creativity, and their effort; NOT ability. Most cover pages we have a very specific design based on what we will study, but the ideas and creativity is theirs.
Within the sections, all notes and labs are started on the left hand page. Right hand pages will be for pictures, graphic organizers, handouts, and data.
The first 2 pages are for the table of contents, which is 3 columns, Date, Title, Page #. The front cover also has the expectations and the rubric I will use to grade notebooks.
There is also an index at the back, this is used to put words and ideas in for reference, not to define words, but I may try that later. There is also a ribbon bookmark and a large envelope taped into the back for unfinished work. We haven't used the bookmark yet, but I can have them mark the page an assignment I need to grade is on, so I don't have to search for it. I hated that last year.
At the beginning of each unit we design a cover page. This is mine :) They do lots of drawing or graphic representations, but they get graded on their use of color, their creativity, and their effort; NOT ability. Most cover pages we have a very specific design based on what we will study, but the ideas and creativity is theirs.
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