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8th Grade Science
Updated summer 2013
Items in Red indicate Honors Curriculum Requirements. Probes are listed in green and the books are found in the school’s professional library.
8th Grade Knox Science Curriculum
EMBEDDED INQUIRY Estimated time to complete: 8 days as well as continually embedded throughout the year
Conceptual Strand Understanding about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? Pre-Check Skills and Knowledge: Use of appropriate tools to gather, conduct, analyze and communicate findings from investigations. Planning investigations and synthesizing data from investigations. Unit Vocabulary: This unit is to be integrated the entire year. The vocabulary will be at the teacher’s discretion. Vocabulary should include but need not be limited to the following: science, scientific method, observations, hypothesis, data, model, prototype, theory, law, technology, engineering, engineering design process, cost-benefit analysis, bioengineering, assistive bioengineering, adaptive bioengineering, meter, liter, gram, newton, area, mass, weight, volume, density, temperature, Celsius, variable, factor, independent variable, dependent variable, control group, experimental group, constant, x and y axis,
Local I.D. GLE
Student Indicator State Assessed
KCS Assessed
Text & Additional Resources
Checks for Understanding Suggested learning activities
The learner will . . .
08.01
Design and conduct open-ended scientific investigations. SPI 0807.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.
A A
Science Spot*This website has a broad range of activities to adapt as needed. Sponge Bob Squarepants Controls and Variables
0807.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate variables. Multiple activities at this site. Select as needed. Lab Page 499 A Sugar Cube Race
8th Grade Science
Updated summer 2013
08.02
Use appropriate tools and techniques to gather, organize, analyze, and interpret data. SPI 0807.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.
A A
Holt Page 30-37 Page 182-187
0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation Given a question, students will design an experiment, selecting appropriate tools and materials. Lab Page 491 Environmental Issues
08.03
Synthesize information to determine cause and affect relationships between evidence and explanations. SPI 0807.Inq.3 Interpret and translate data into a table, graph, or diagram.
A A
Page 529 Skill Resources Hubba Bubba Lab http://staff.tuhsd.k12.az.us/gfoster/standard/bgraph2.htm (graphing examples and practice)
0807.Inq.3 Use evidence from a dataset to determine cause and effect relationships that explain a phenomenon. Students will graph the results of their experiments. Lab Page 529 Speed Control
08.04
Recognize possible sources of bias and error, alternative explanations, and questions for further exploration. SPI 0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence.
A A
807.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify questions for further investigation. Students will determine cause and effect relationships based on experiment.
08.05
Communicate scientific understanding using descriptions, explanations, and models. SPI 0807.Inq.5 Identify a faulty interpretation of data that is due to bias or experimental error.
A A
Holt Page 18-21 http://staff.tuhsd.k12.az.us/gfoster/standard/bgraph2.htm (analyzing data practice-website)
0807.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models. Students will analyze data as to validity of results.
08.06
Communicate scientific results in a lab report format (minimum of 6)
sample of lab report 0807.inq.H Students will complete a lab report, a minimum of 6 per year, that incorporates a graph component. That involves interpreting the extended application of scientific conclusions to real world examples
8th Grade Science
Updated summer 2013
Suggested Writing Prompts: 1. Construct a paragraph that
explains the procedure of an experiment.
2. Read a current science article and evaluate its contents for bias and error.
Discovery Ed “Faulty Arguments, Errors, and Misleading Presentations”
EMBEDDED TECHNOLOGY AND ENGINEERING Estimated time to complete: 5 days as well as
continually embedded throughout the year Conceptual Strand Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question How do science concepts, engineering skills, and applications of technology improve the quality of life? Pre-Check Skills and Knowledge: Recognize that new technology and inventions are always being developed and constantly being modified and improved. Many forms of technology are developed with other uses in mind. Designing of new technology for real problems. Unit Vocabulary: See vocabulary for inquiry unit
Local I.D. # GLE
Student Indicator State Assessed
KCS Assessed
Text & Additional Resources
Checks for Understanding Suggested learning activities
The learner will . . .
08.T/E.7.1
Explore how technology responds to social, political, and economic needs. SPI 0807.T/E.7.1 Identify the tools and procedures needed to test the design features of a prototype.
A A
Nanotechnology Webquest http://ice.chem.wisc.edu/Small%20Science/From_Small_Science_Comes_Big_Decisions/Introduction.html Holt Page 22-26 Article: Army Scientist, Engineers develop liquid body armor. http://www.military.com/NewsContent/0,13319,usa3_042104.00.html
0807.T/E.1 Use appropriate tools to test for strength, hardness, and flexibility of materials. Website has a great activity specific for simple machines. Teacher-developed activities within other units.
8th Grade Science
Updated summer 2013
08.T/E.7.2
Know that the engineering design process involves an ongoing series of events that incorporate design constraints, model building, testing, evaluating, modifying, and retesting. SPI 0807.T/E.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
A A
Holt Page 22-29 Rollercoaster design
0807.T/E.2 Apply the engineering design process to a written scenario to determine whether a constructed prototype successfully meets the required specifications. Website has a great activity specific for simple machines. Teacher-developed activities within other units. UT Mindset Resource: Water Bottle Rockets, Basic Bridges, and Popsicle Stick Bridge
08.T/E.7.3
Compare the intended benefits with the unintended consequences of a new technology. SPI 0807.T/E.3 Distinguish between the intended benefits and the unintended consequences of a new technology
A A Holt Page 26-27
0807.T/E.3 Research the intended and unintended consequences the impact of new technologies on society. Website has activities to research and debate the arguments for and against the use of genetically modified foods. This could easily be included during biodiversity unit.
08.T/E.7.4
Describe and explain adaptive and assistive bioengineered products. SPI 0807.T/E.4 Differentiate between adaptive and assistive bioengineered products.
A A
Holt Page 28 Assistive and Adaptive Technology
0807.T/E.4 Determine the type of bioengineering product/technology described in a written scenario, and its affect on daily life. Michigan Dept. of Education website. This lesson plan directs students to create a Power Point presentation demonstrating their understanding of assistive and adaptive technology.
8th Grade Science
Updated summer 2013
Writing Prompts: 1. Choose a piece of valuable
technology that you use daily, and address the issues of intended and unintended consequences.
2. Choose a product and explain why it is adaptive or assistive technology.
Article: The unintended consequences of ebooks http://www.theatlanticwire.com/technology/2011/09/unintended-economics-consequences-e-books/42286/ Article on Bioengineering Carroll, Mary. "The Taste of Tomorrow: Dispatches from the Future of Food." Booklist 1 Feb. 2012: 16. General OneFile. Web. 30 May 2012. GALE|A280386915
8th Grade Science
Updated summer 2013
BIODIVERSITY AND CHANGE Estimated time to complete: 5 weeks
Conceptual Strand 5 A rich variety of complex organisms have developed in response to a continually changing environment. Guiding Question 5 How does natural selection explain how organisms have changed over time? Pre-Check Skills and Knowledge: Classification of organisms: extinct, endangered, threatened, or thriving. Habitat characteristics, adaptations, and the importance of the fossil history of organisms. Unit Vocabulary: adaptation, structural adaptation, behavioral adaptation, physiological adaptation, natural selection, genetic diversity, population, biodiversity, relative age, dichotomous key, species, evolution, extinct species, threatened species, introduced species, native species, endangered species, uniformitarianism, catastrophism, relative age/dating, absolute dating, fossil, trace fossil, cast, mold, index fossil, sedimentary rock, principle of superposition, fossil record, radioactive element, half-life, classification, taxonomy, trait,
Local I.D. # GLE
Student Indicator State Assessed
KCS Assessed
Text & Additional Resources
Checks for Understanding Suggested learning activities
The learner will…
08.5.1
Identify various criteria used to classify organisms into groups. SPI 0807.5.1 Use a simple classification key to identify an unknown organism. Probe: Volume 2 # 12 Is It a Plant?
A A
Holt Page 46-59 http://www.wbra.org/html/edserv/ntti/2006Lessons/KeyToClassification.pdf http://mrskingsbioweb.com/worksheets/Classification Keys.pdf
0807.5.1 Select characteristics of plants and animals that serve as the basis for developing a classification key. Create classification keys for common objects (buttons, candy, etc.) Practice with dichotomous keys Lab Page 486 Voyage of USS Adventure Lab Page 60 Shape Island Page 47 activity
8th Grade Science
Updated summer 2013
08.5.2
Use a simple classification key to identify a specific organism. SPI 0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment
A A
Holt Page 48 – 53 Make a Habitat http://school.discoveryeducation.com/lessonplans/activities/makeitahabitat/index.html (follow adaptations link) Animal Adaptations http://www.accessexcellence.org/AE/ATG/data/released/0542-BehmLisa/ Analysis of Animal Adaptations http://www.usc.edu/org/cosee-west/MidwaterRealm/14AnalysisAnimalAdaptStudent.pdf
0807.5.2 Create and apply a simple classification key to identify an organism. Design/construct animals with adaptations suiting them to their environment (link) Page 78
08.5.H Create a dichotomous key for any living organism Vitual field trip for research.
08.5H Dichotomous Key Sample Project Diversity Project
08.5.3
Analyze how structural, behavioral, and physiological adaptations within a population enable it to survive in a given environment. SPI 0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions Probes: Volume 2, #19 Habitat Change Volume 4, #13 Biological Evolution Volume 4, #15 Adaptation
A A
Candy Dish Selection http://www.ucmp.berkeley.edu/education/dynamic/session3/sess3_act1.htm Natural Selection Game and Tutorial Holt Page 74-83 Page 84-89 Page 108-117
0807.5.3 Compare and contrast the ability of an organism to survive under different environmental conditions Candy dish selection activity Lab Page 118 Survival of the Chocolates
8th Grade Science
Updated summer 2013
08.5.4
Explain why variation within a population can enhance the chances for group survival. SPI 0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions Probe: Volume 4 # 16 Is It “Fitter”?
A A
The Importance of Biodiversity http://cnx.org/content/m12175/latest/ Endangered species http://www.earthsendangered.com Holt Page 108-117 Page 84-89
0807.5.4 Collect and analyze data relating to variation within a population of organisms. Student writing – position paper Student research on endangered species Investigate human impacts on biodiversity Lab Page 90 Adaptation: It’s a Way of Life (Additional Option - 0807.5.4) Determine the variations/changes that could/did enhance a population of organisms’ chances of survival based on a written scenario. (mainly a time interest, but if plenty of time then use the one above)
08.5H
Research an extinct species and determine the reason for extinction. What adaptation would have been necessary for the organism’s possible survival?
Several websites: http://www.fws.gov/endangered
GALE|A21225846
08.5.5
Describe the importance of maintaining the earth’s biodiversity. SPI 0807.5.4 Identify several reasons for the importance of maintaining the Earth’s biodiversity.
A A
Who’s on First: A Relative Dating Activity http://www.ucmp.berkeley.edu/fosrec/BarBar.html Relative Dating: Using Fossils to Tell Time http://www.pbs.org/americanfieldguide/teachers/fossils/fossils.pdf Holt Page 166
0807.5.5 Prepare a poster that illustrates the major factors responsible for reducing the amount of global biodiversity. 0807.5.6 Prepare graphs that demonstrate how the amount of biodiversity has changed in a particular continent or biome. American Field Guide activities (follow link) Students read rock strata diagrams to create timeline of life form changes Lab Page 490 ½ Life of Pennies (Additional Option - 0807.5) Research factors and affect the Earth’s biodiversity and why maintaining biodiversity is important, & prepare a visual aid displaying the information.
8th Grade Science
Updated summer 2013
08.5H
Debate the effects of human’s effect on the environment; both intended and unintended consequences should be addressed
Suggestions: Debate methods could include Socratic seminars Developing a “green” club at the school which is student led Any community/school component.
GALE|A60947813
08.5.6
Investigate fossils in sedimentary rock layers to gather evidence of changing life forms. SPI 0807.5.5 Compare fossils found in sedimentary rock to determine their relative age.
Holt Page 100-107 Page 128-145
0807.5.7 Create a timeline that illustrates the relative ages of fossils in sedimentary rock layers. Lab Page 146 Mystery Footprints Lab Page 170 Biodiversity
08.5 Create and display, as a class, a timeline of the earth’s history. http://www.usgs.gov
Extensions: Field trip Ijams or Zoo Gray Fossil Site
Gray Fossil Site Educational Resources http://www.grayfossilmuseum.com/?BISKIT=7442597&CONTEXT=cat&cat=36
Writing Prompts: 1. Choose a successful organism and
research the adaptations that have made it successful
2. Explain why genetic diversity is important to a group’s survival by researching a successful population.
MATTER Estimated time to complete: 18 weeks
Conceptual Strand 9 The composition and structure of matter is known, and it behaves according to principles that are generally understood. Guiding Question 9 How does the structure of matter influence its physical and chemical behavior? Pre-Check Skills and Knowledge: The states of matter. Properties of matter including chemical and physical and their comparisons.
8th Grade Science
Updated summer 2013
Unit Vocabulary: chemical and physical change, physical and chemical property, Law of Conservation of Mass, surface tension, viscosity, condensation, sublimation, evaporation, melting, boiling, element, proton, neutron, electron, isotope, half-life, electron cloud, atomic number, atomic mass, metal, nonmetal, metalloid, conductor, insulator, alkali metals, alkaline earth metals, halogens, lanthanides, actinides, noble gases, period, family, group, synthetic element, transitions metals, chemical bond, chemical formula, covalent bond, energy levels, ion, ionic bond, cation, anion, metallic bond, molecule, valence electron, precipitate, chemical reaction, reactant, product, synthesis reaction, decomposition reaction, single-replacement, double-replacement, exothermic reaction, endothermic reaction, activation energy, inhibitor, catalyst, acid, base, salt, pH, indicator, heterogeneous mixture, homogenous mixture, neutralization reaction, solute, solvent, solution, solubility, saturated, suspension, colloid, solid, liquid, gas, compound, mixture, acid rain, ozone depletion
Local I.D. # GLE
Student Indicator State Assessed
KCS Assessed
Text & Additional Resources
Checks for Understanding Suggested learning activities
The learner will . . .
08.9.1
Understand that all matter is made up of atoms. SPI 0807.9.1 Recognize that all matter is made of atoms. Probes: Volume 1 # 10 Is It Matter Volume 1 # 11 Is It Made of Molecules Volume 2 # 1 Comparing Cubes Volume 3 # 1 Pennies Volume 4 # 2 Iron Bar
A A
What’s the Matter http://www.galaxy.net/~k12/matter/ Chem4kids.comMultiple activities for chemistry at this site: Student Activities from the Jefferson Lab http://education.jlab.org/beamsactivity/index.html Holt Page 234 Page 260-272 middleschoolscience.com www.middleschoolchemistry.com Scale of the universe http://htwins.net/scale2/
0807.9.1 Identify atoms as the fundamental particles that make up matter. Lab Page 274 Model-Making 0807.9.H Complete a background activity that demonstrates the development of atomic theory. Ie: 1. An interactive timeline showing the history of atomic theory 2.. A powerpoint/flip chart that compares and contrasts two different atomic models Atomic Theory Webquest Articles, lesson plans, activities
8th Grade Science
Updated summer 2013
08.9.2
Explain that matter has properties that are determined by the structure and arrangement of its atoms. SPI 0807.9.6 Compare the particle arrangement and type of particle motion associated with different states of matter. SPI 0807.9.7 Apply an equation to determine the density of an object based on its mass and volume. Probes: Volume 1 #5 Ice Cubes in a Bag Volume 1 #9 Is It Melting Volume 1 #14 Mitten Problem Volume 1 #15 Objects and Temperature Volume 2 # 6 Boiling Time and Temperature Volume 2 # 7 Freezing Ice Volume 2 #10 Ice-Cold Lemonade Volume 2 #5 Turning the Dial Volume 2 # 2 Floating Logs Volume 2 #3 Floating High and Low Volume 2 #4 Solids and Holes Volume 3 # 3 Thermometer Volume 3 #2 Is It a Solid? Volume 3 #4 Floating Balloon, Volume 4 # 7 Warming Water Volume 4 # 6 Ice Water Volume 4 #5 Salt Crystals
A A
What’s the Matter http://www.galaxy.net/~k12/matter/ Holt Page 210-213 Page 218-222 Page 314-317 Page 362-367 Website: Middle School Science middleschoolscience.com
0807.9.2 Illustrate the particle arrangement and type of motion associated with different states of matter 0807.9.3 Measure or calculate the mass, volume, and temperature of a given substance. 0807.9.4 Calculate the density of various objects States of Matter Activity: Three phases of matter activity from stated website. Lab Page 224 A Hot and Cool Lab Lab Page 495 Determining Density Lab Page 496 Layering Liquids
8th Grade Science
Updated summer 2013
08.9.3
Interpret data from an investigation to differentiate between physical and chemical changes. SPI 0807.9.2 Identify the common outcome of all chemical changes. SPI 0807.Interpret the results of an investigation to determine whether a physical or chemical change has occurred. Probes: Volume 1 # 12 The Rusty Nails Volume 3 # 3 Burning Paper Volume 3 #4 Nails in a Jar Volume 4 #1 Sugar Water
A A
Science Spot Holt Page 188-199 Page 334-337 Chemical vs Physical Change http://www.chem4kids.com/files/matter_chemphys.html
0807.9.6 Differentiate between physical and chemical changes. 0807.9.8 Determine the types of interactions between substances that result in a chemical change. http://www.lessonplanspage.com/SciencePhysicalAndChemicalReactionsExperiments58.htm Density Lab: http://www.edinformatics.com/science_projects/labs/density_lab2.htm Lab Page 198 Lab Page 200 White Before Your Eyes
08.9.4
Distinguish among elements, compounds, and mixtures. SPI0807.9.3 Classify common substances as elements or compounds based on their symbols or formulas. SPI0807.9.4 Differentiate between a mixture and a compound. A A
Holt Page 242-248 Page 362-367
0807.9.5 Distinguish between elements and compounds by their symbols and formulas. 0807.9.7 Describe how the characteristics of a compound are different than the characteristics of their component parts. Webquest on Periodic Table http://www.can-do.com/uci/lessons98/Periodic.html Periodic Table Activities: http://sciencespot.net/Pages/classchem.html#Anchor-ptable Lab Page 500 Making Butter
08.9.5
Apply the chemical properties of the atmosphere to illustrate a mixture of gases. SPI 0807.9.5 Describe the chemical makeup of the atmosphere. A A
Lessons and activities on the atmosphere and states of matter http://www.teach-nology.com/teachers/lesson_plans/science/physics/matter/
0807.9.9 Explain how the chemical makeup of the atmosphere illustrates a mixture of gases. Several Worksheets, Activities, and projects: http://www.teach-nology.com/worksheets/science/element/
8th Grade Science
Updated summer 2013
08.9.6
Use the periodic table to determine the characteristics of an element. SPI 0807.9.9 Use the periodic table to determine the properties of an element.
A A
http://www.chem4kids.com/files/matter_chemphys.html Holt Page 284-299 Page 310-323 Student Activities from the Jefferson Lab http://education.jlab.org/beamsactivity/index.html
0807.9.10 Identify the atomic number, atomic mass, number of protons, neutrons, and electrons in an atom of an element using the periodic table. Periodic Table Resources Periodic Table Webquest: http://www.can-do.com/uci/lessons98/Periodic.html Several Worksheets, Activities, and projects: http://www.chem4kids.com/files/react_intro.html Lab Page 300 Create a Periodic Table Lab Page 322 Covalent Marshmallows
08.9.8
Interpret the events represented by a chemical equation. SPI 0807.9.10 Identify the reactants and products of a chemical reaction. Probe: Volume 2 #9 Chemical Bonds
A A
http://www.chem4kids.com/files/matter_chemphys.html Holt Page 338-352 Page 368-373
0807.9.12 Differentiate between the reactants and products of a chemical equation. Bonding Activity Online Quiz http://www.quia.com/quiz/303980.html Lab Page 504 Cata-What? Catalyst Lab Page 505 Putting Elements Together Page 309 From Glue to Goop Lab Page 351 Which is Quicker
08.9.7
Explain the Law of Conservation of Mass. SPI 0807.9.11 Recognize that in a chemical reaction the mass of the reactants is equal to the mass of the products ( Law of Conservation of Mass). Probe: Volume 3 # 5 Hot and Cold Balloons
Holt Page 341-343
0807.9.11 Use investigations of chemical and physical changes to describe the Law of Conservation of Mass. Lab Page 503 Finding a Balance Lab Page 343 Conservation f Mass
08.9.H Balance chemical equations
Practice Website/worksheet http://sciencespot.net/Media/baleqpractice.pdf
8th Grade Science
Updated summer 2013
08.9.H
Compare and contrast moles, Avogadro’s number, and atomic mass through the number of atoms in an element or chemical compound
Webquest Avogadro’s number
08.9.9
Explain the basic difference between acids and bases. SPI 0807.9.12 Identify the basic properties of acids and bases.
A
A
Mad Science http://www.madsci.org/ Holt Page 368-377 Alien Juice Bar Lab http://www.chem4kids.com/files/matter_chemphys.html http://www.wetheteachers.com
0807.9.13 Determine whether a substance is an acid or a base by its reaction to an indicator. Lab Page 507 Making Salt Lab Page 375 pHast Relief Lab Page 384 Cabbage Patch Indicators Lab Activity: http://sciencespot.net/Pages/classchem.html Inquiry Activity: http://www.wetheteachers.com/viewfiles.php?fid=270
0807.9.H
Compare and contrast the atmosphere of earth throughout its history to the prese4nt day atmosphere.
Develop a wiki, podcast, or webpage describing the earth’s atmosphere at a given point in its history. The project should include examples of animals, plant life, geologic activity, and weather patterns. Then compare and contrast this past atmosphere to the present day life on earth
Extensions: Field trip to AMSE Classroom Guest Dr. Hazari
Honors Extension: Culminating Project/Activity for the Matter strand. The project should include digital, research, teamwork, written paper, and a presentation (using technology)
Suggestions for a starting question: “Should you drink Gatorade when you exercise?” “What are carbohydrates and how do affect your diet?” What is the long term effect of acid rain on the environment?’
8th Grade Science
Updated summer 2013
Writing Prompts: 1. Write a brief biography of one
scientist who helped establish current atomic theory.
2. Explain how a balanced equationdemonstrates the Law of Conservation of Mass
FORCES IN NATURE Estimated time to complete: 4 weeks
Conceptual Strand 12 Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents. Guiding Question 12 What are the scientific principles that explain gravity and electromagnetism? Pre-Check Skills and Knowledge: Attraction, repelling, and interactions of magnets. Simple circuits, gravitational field, and conductors. Unit Vocabulary: magnet, magnetic pole, magnetic force, electromagnetism, electric motor, electromagnetic induction, electric generator, alternating current, direct current, solenoid, electromagnet, rotation, revolution, orbit, Newton’s law of gravitation, conduction, gravity, gravitational force, inertia, weight, mass, Earth’s magnetic field, orbit, ellipse,
Local I.D. # GLE
Student Indicator State Assessed
KCS Assessed
Text & Additional Resources
Checks for Understanding Suggested learning activities
The learner will…
08.12.1
Investigate the relationship between magnetism and electricity.
SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil.
Probe: Volume 4 # 9 Magnets in Water
A A
http://www.school-for-champions.com/science/magnetism.htm Magnetism Try Engineering Holt 424 - 431
0807.12.1 Create a diagram to explain the relationship between electricity and magnetism.
Essential Questions and classroom activities using magnets. *various websites*
8th Grade Science
Updated summer 2013
08.12.2
Design an investigation to change the strength of an electromagnet.
SPI 0807.12.2 Describe the basic principles of an electromagnet. A A
Holt Pages 432 - 444 Jefferson Lab: Build Your Own Electromagnet
0807.12.2 Produce an electromagnet using a bar magnet and a wire coil.
(0807.12…) Explain how to create an electromagnet based on its basic principles.
Magnetism Lab: Building your own electro magnet. (various websites) What is the relationship between electricity and magnetism?
08.12H
Build several electromagnets of varying strength using the engineering design cycle. (This should be very high level open-inquiry lab as compared to the basic electromagnetic lab)
Text http://www.eduref.org/Virtual/Lessons/Science/Physics/PHS0070.html
08.12H Sample electromagnet project
08.12H Describe the real world application of electromagnetism.
Create a brochure depicting the role of electromagnets in technology.
08.12.3
Compare and contrast the earth’s magnetic field to that of a magnet and an electromagnet.
SPI 0807.12.3 Distinguish among the earth’s magnetic field, a magnet, and the fields that surround a magnet and an electromagnet
A A
0807.12.3 Experiment with an electromagnet to determine how to vary its strength.
Lab Page 509 Magnetic Mystery Lab Page 510 Tune In Names
(0807.12…) Explain the differences between the magnetic fields of magnets/electromagnets based on the changed strengths.
08.12.4
Identify factors that influence the amount of gravitational force between objects.
SPI 0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.
SPI 0807.12.5 Determine the relationship among the mass of objects, the distance between these objects, and the amount of gravitational attraction.
A A
Exploratorium Lesson Index
Mad Science
Holt 394 – 397 Holt 410 – 415
0807.12.4 Create a chart to distinguish among the earth’s magnetic field, and fields that surround a magnet and an electromagnet.
0807.12.5 Explain the difference between mass and weight.
0807.12.6 Identify factors that influence the amount of gravitational force between objects.
Essential questions and lab activities using appropriate instruments. *various websites*
8th Grade Science
Updated summer 2013
08.12.5
Recognize that gravity is the force that controls the motion of objects in the solar system. SPI 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system
A A
www.internet4classrooms.com/skills_8th_science.htm Holt 410 - 415 www.kidsastonomy.com/solar_system.htm www.kids.nationalgeographic.com Honors: Gravity Webquest http://classroom.jc-schools.net/coleytech/webquest/Save our Gravity/gravitywebquest.html
0807.12.7 Explain how the motion of objects in the solar system is affected by gravity. Students will determine the relationship between objects falling to Earth from a variety of locations and the distance between the objects. Students will investigate how objects in our solar system are affected by gravity. Multiple research and investigative opportunities at these sites.
Writing Extension: 1. Explain how gravity played a part in
the formation of the solar system. 2. Write a timeline of Earth’s
Magnetic Field.
GALE|A287386161
8th Grade Science
Updated summer 2013
Appendix
Diversity Project Creating a Dichotomous Key
Project due: ______________
As a part of our study of biodiversity and change, you are required to create a dichotomous key. You are to work on it at home and be ready to present it to your classmates for evaluation. Using the following website www.enature.com/home/ choose a group of living specimens and create a dichotomous key to classify and identify each one. Your key must contain 10 to 15 species. Do not feel obligated to limit yourself . There are books in the school library, local public library and sources on the internet that would provide excellent resources for similar projects. You may have the assistance of your parents where necessary but this is your project, take ownership of your work. If you have any questions about this project, don’t hesitate to contact your teacher. This should be a project that you find fun as well as an educational experience.
8th Grade Science
Updated summer 2013
Hubba Bubba Scientific Method Name__________________ Science HW Sci #________ Date_______
Reliable Experiments Review Super Bubble Experiment Observation: Mr. Price thinks bubble gum is better today than when he was younger because he can make larger bubbles with today’s gum than he could when he was younger. He doesn’t think it has to do with more practice. Question/Problem: Can a person make larger bubbles with today’s bubble gum than the old-fashioned Bazooka kind? Information about the Question/Problem: When Mr. Price was younger, Bazooka was the only kind of bubble gum. Now, there are many different kinds of bubble gum. Mr. Price has tried them all and thinks that bubble gum has gotten better over the centuries (no decades). When he says better, he means, bigger bubbles, not longer lasting flavor. He thinks there is a different kind of polymer (or some science-y idea) that is used to make bubble gum now which helps people make larger bubbles. Hypothesis: If Bazooka bubble gum is compared to a newer brand, such as Hubba Bubba, then, Hubba Bubba will have bigger bubbles. Experiment He decides to test his hypothesis. He chews a piece of Bazooka gum 50 times, then makes a bubble and measures the diameter. He repeats that step 4 times, each with a new piece of Bazooka. Afterwards, he repeats the steps with 5 of the same size pieces of Hubba Bubba. Circle all that apply. 1. What is the IV (Independent Variable) of this experiment? a. Brand of gum b. Diameter of bubble that is made c. the same size piece of gum d. the same chewer e. the same number of chews before blowing the bubble 2. What is the DV (Dependent Variable) of this experiment?
8th Grade Science
Updated summer 2013
a. Brand of gum b. Diameter of bubble that is made c. the same size piece of gum d. the same chewer e. the same number of chews before blowing the bubble 3. What are the constants? a. Brand of gum b. Diameter of bubble that is made c. the same size piece of gum d. the same chewer e. the same number of chews before blowing the bubble 4. What are the two levels of the independent variable being tested? Level 1: (test 1)________________ Level 2:__________________
5. Circle, in the picture above, which of the two levels serves as the control. Which is the starting point of comparison, the Bazooka or the Hubba Bubba? Remember the control is used as a comparison and Mr. Price thinks bubble gum today’s gum, such as Hubba Bubba, makes better bubbles than the Bazooka gum of old. 6. List how many repeated trials Mr. Price had: __________________
8th Grade Science
Updated summer 2013
7. Why is it important to have repeated trials? ___________________________________
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8. Bazooka has sugar in it. Hubba Bubba does not. How could Mr. Price improve his experiment?
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Return to Curriculum
8th Grade Science
Updated summer 2013
Sample Lab Report Writing the Lab Report
Labs are the basis for our understanding of the key concepts in chemistry. What follows are the guidelines for success in writing a quality lab report. 1. You should keep all data collected during the lab in the lab notebook. 2. All laboratory reports are to be written in pen or word-processed. You should write on one side only. 3. Your name, the name(s) of all members of your laboratory team and the date the investigation was performed is to be
written in the upper right hand corner of the first page of each report. 4. An appropriate title for the report should be placed in the center of the first page of the report. 5. Each of the following sections of the laboratory report should be prefaced with the section names. Purpose
Title This is a statement of the problem to be investigated. It provides the overall direction for laboratory investigation and must be addressed in the conclusion.
Equipment All laboratory apparatus used in the investigation, along with a detailed diagram to illustrate the configuration of the apparatus, should be included in this section. See example below. The variables to be measured should be clearly pictured.
Procedure This section should identify and name all experimental variables and briefly describe how the independent variables are controlled. Someone who was not present during the lab should be able to understand how the experiment was performed by reading your procedure. Include any measurements that you took (not the numerical values, rather temperature of water, etc.)
8th Grade Science
Updated summer 2013
Data Data consists only of those values measured directly from the experimental apparatus. No values obtained by way of mathematical manipulations or interpretations of any kind may be included in this section of the report. Data should be in a table and consist of as many trials as judgement would indicate necessary. The units for physical measurements (kg, m, s, etc.) in a data table should be specified in column heading only.
Analysis This section should include all graphs, analysis of graphs, and post laboratory calculations. State each formula, and if necessary, identify the symbols used in the formula. If repetitive calculations are to be performed, substitute only one set of data into each formula and then construct a table of values for all additional calculated values. Be certain that your final calculated values are expressed to the correct number of significant figures. Do not show your arithmetic calculations.
Conclusion In the conclusion you must do the following: a) State the relationship between the variables identified in the purpose in a clear,
concise English sentence. b) When a mathematical expression can be derived from graphical analysis, write it,
making sure to include the appropriate units. State the meaning of the slope and discuss the significance of the y-intercept (when appropriate).
c) Describe any new terms that arise as a result of your evaluation of data. d) When your results differ from what is expected, provide a plausible explanation.
8th Grade Science
Updated summer 2013
Laboratory Write-up Checklist
Experiment _______________________Period ___ Group ___ Partners
Format (2 points)
1. Group names, title, written on one side only 2. Each section clearly labeled, neat & organized
_____ _____
Purpose (1 point)
1. Independent and dependent variables are clearly identified
_____
Equipment & Procedure
(3 points)
1. Diagram drawn with all components labeled 2. Clear and brief sequence of steps 3. Control of variables
_____ _____ _____
Data
(4 points)
1. Measurements organized into a neat table 2. Values are clearly labeled 3. Multiple trials 4. Quality/range
_____ _____ _____ _____
8th Grade Science
Updated summer 2013
Analysis of
Data (7 points)
1. Table of sample calculations 2. Graphs a. variables on appropriate axes (use of units) b. quality of results 3. Interpretation of graphs a. statement of graphical relationships b. mathematical representation (derivation of equation, units on slope and b-value) 4. Answer questions from the lab sheet in complete sentences
_____ _____ _____ _____ _____ _____ _____
Conclusion (8 points)
1. Written explanation (English sentences) of relationships (must address purpose) 2. Meaning of slope, significance of y-intercept 3. General equation, new terms or concepts 4. Reasonable explanation for divergent results (when applicable)
_____ _____ _____ _____
Maximum Score = 25 points Your Score ____
