Angevine Middle School - 8th Grade Science Overview

Standards-based Scenarios and Students' Thoughtful Online Responses: Schoolwork & Homework

	Students should know and be able to compare earth to other planets (Standard 4.4.c) and identify technology needed to explore space (Standard 4.4.d) in the Colorado Science Assessment Frameworks. Answer the following questions (use these ClassAction simulations and NASA for Students page to help you answer the questions): After exploring a simulation on the phases of the moon, explain why the moon appears to change shape? Explain how solar and lunar eclipses are formed. Explain how gravity affects the movement of the sun, earth and moon. Name the planets in the order from the sun. List several ways in which earth differs from other planets. How are a) telescopes b) lunar modules c) rovers and d) shuttle used to explore space? Describe some of the challenges that must be overcome during space exploration. (last post 06/05/06 10:08AM, 22 posts)

	Students should know and be able to explain the effects of relative motion and positions of the sun, earth and moon (Standard 4.4.b in the Colorado Science Assessment Frameworks) Use the Seasons and Ecliptic Simulator and Orbits and Light to help you answer the following questions: After looking at the four pictures of the sun, Tania, an 8^th grade student, found that there was about a 12-13 pixel difference in the diameter of the sun during the course of a year. Using Tania’s evidence (feel free to check these measurements with a screen ruler), how can you describe the shape of the Earth? Explain your reasoning. Could the varying distance from the sun be responsible for Earth’s seasons? If so, could you get different seasons in the northern and southern hemispheres? Three weeks from today, June 21, is a special day in the two hemispheres. What is this day of year called? What season is it in the two hemispheres? On this day, where on the Earth is the direct rays of the sun hitting? Six months from this day, December 21, is another special day in the two hemispheres. What is this day of year called? What season is it in the two hemispheres? On this day, where on the Earth is the direct rays of the sun hitting? If not the varying distance from the sun, what directly causes the seasons? What is the cause of the variation in the intensity of sunlight? How is this related to the “fun” things you can do with a magnifying glass? (last post 06/01/06 10:08AM, 16 posts)

	What are the parts of the solar system (planets, sun, moons, asteroids, comets)? What do you know about the motion of the solar system? How would you distinguish between objects in the solar system and those outside the solar system? Compare and contrast the sun and a planet. Compare and contrast the moon with the earth. How are the craters formed on the surface of the moon and other bodies? (last post 06/01/06 09:29AM, 15 posts)

	“Students know and are able to explain the relationship that ground water has in the water cycle.” (Standard 4.3.b in the Colorado Assessment Frameworks-at-a-Glance) Hypothetical Scenario: There was a mudslide upstream in the water plant and a water plant operator noticed high turbidity and colored water coming into the water treatment plant. Question: He calls you because you are a member of the city’s environmental science and engineering team. What would be your recommendations for the Operator at the Lafayette Water Treatment Plant? (last post 06/05/06 06:39PM, 84 posts)

	Based on your experimentation and modifications as you designed test-filters in your class, what QUESTION(S) has this investigation and design activity triggered in you? (last post 05/15/06 10:12AM, 14 posts)

	As a follow-up on the scientist’s biography think-write, skim-read the book Nobel Prize Women in Science: Their Lives, Struggles, and Momentous Discoveries, Second Edition (1993) and post your thoughts about what you found interesting. (last post 04/28/06 09:15AM, 10 posts)

	“Students know and are able to explain the relationship that ground water has in the water cycle.” (Standard 4.3.b in the Colorado Assessment Frameworks-at-a-Glance) Hypothetical Scenario: A reservoir supplying water to the water treatment plant in Lafayette is contaminated when an 18-wheeler semi truck transporting hazardous material crashes into it. Question: As a member of the city’s environmental science and engineering team, what are your recommendations to the Operators at the Lafayette Water Treatment Plant? (last post 05/04/06 03:00PM, 16 posts)

	Students should know and be able to describe how people use science and technology in their professions (Colorado Model Content Standard 5.d) As students, although you might know the names of a few scientists and their discoveries, you rarely get a feel for how they did science. In this two-day exercise, you will have an opportunity to learn more about these scientists’ personal lives and behind the scene drama, successes, and failures. After you have read the scientist’s biography, make sure you elaborate on seven areas associated with these scientists (identified below) and a personal reflection in your post. Scientist’s Personal Information (Name, Country, Life, etc.) Scientist’s Background (Family, Economic Status, etc.) Scientist’s Challenges (Health, Living Conditions, etc.) Scientist’s Opportunities (Parents, Peers, Teachers, etc.) Scientist’s Contributions (to Human Understanding, Science, etc.) Scientist’s Publications (Books, Research, etc.) Scientist’s Tipping Point(s) (Breakthroughs due to People, Events, etc.) Finally, YOUR REFLECTIONS having done a – g (Lessons Learned, What you Found Interesting, Questions You Have, etc.) (last post 05/04/06 03:17PM, 16 posts)

	Before we continue investigating other concepts related to weather: (a) How is air pressure related to WEATHER (good or bad)? (b) What do you REMEMBER from last class? (Hint: Recall the experiments with heat transfer) (c) What were these EXPERIMENTS about? (d) What did you LEARN from these experiments? (e) What did you find INTERESTING about these experiments? (f) How is heat transfer RELATED to weather? (g) Of the three CURRENTS, which one influences the weather in the United States? (h) What QUESTIONS come to your mind, after answering (a) – (g)? (last post 04/07/06 10:10AM, 17 posts)

	Before we continue investigating other concepts related to weather: (a) What do you REMEMBER from last class? (Hint: Recall the three experiments) (b) What were these EXPERIMENTS about? (c) What did you LEARN from these experiments? (d) What did you find INTERESTING about these experiments? (e) What QUESTIONS come to your mind, after answering (a) – (d)? (last post 03/01/06 09:21AM, 16 posts)

	1. Shani Davis won the 1000 meters men’s speed skating race last week. Based on this performance, what do you think his chances might be in the 1500 meters speed skating? 2. Likewise, looking at the Datastreme atmosphere daily summary for February 20, would you be able to predict the weather over this weekend? (last post 02/27/06 01:17AM, 1 post)

	Students should know and be able to predict a possible pattern or future event from scientific data (in a chart, table, graph, or qualitative observation) (Standard 1.b.1 in the Colorado Science Assessment Framework) Now that you’ve had a chance to investigate the distance-time graph of a student walking and play a game that helped you predict the movement of weather fronts, 1. What is the common scientific concept in the two cases? 2. Compare and contrast how you predicted the answer in both cases. (last post 02/23/06 04:12PM, 9 posts)

	How would you find the density of a substance that, unlike rocks, floats on water? Paul was trying to find the density of sugar. To find the volume of water and dropped it into water and found that it dissolved. He thought the mass disappeared and asked Rachael about it. If you were Rachael, what would your advice be to Paul and how he could find the density of sugar? Steven was trying to explain the difference between the densities (specific gravity) of different rocks to his class. He used the densities 2.4 g/cm³, 3.8 g/cm³, & 6 g/cm³ to illustrate it for the class. If you were Steven, how would you illustrate it for the class? (last post 02/22/06 09:19AM, 12 posts)

	Students should know and be able to model natural processes that shape earth’s surface (Standard 4.1.c in the Colorado Science Assessment Framework) In your efforts to model the formation of the three kinds of rocks, Describe what you did to make a metamorphic rock. Did you have any difficulty(-ies)? Why? In reality, metamorphic rocks form over thousands or millions of years beneath the earth’s surface under special conditions. What are these special conditions in which metamorphic rocks form? In your class, Mr. Bala gave you an example of how car brakes work, and how the brake pads tend to crystallize after extended use. What are typical temperatures in the brake pads each time you brake? What are the other physical conditions the brake pads have to endure, so your car can stop when you brake? Are these conditions similar to the conditions necessary to form metamorphic rocks? If so, what do you think will happen to your brake pads after several years of use? (last post 01/27/06 05:31PM, 15 posts)

	Students should know and be able to describe how igneous, sedimentary, or metamorphic rocks form (Standard 4.1.a.3 in the Colorado Science Assessment Frameworks) Answer the following questions. Make sure you include what you did to make the three sample rocks and also what the different materials and apparatus represent. IGNEOUS ROCKS What steps did you take to make your sample? Why can’t you model the formation of intrusive igneous rock very easily? SEDIMENTARY ROCKS What steps did you take to make your sample? Explain what the cheese grater and the wood block represent in the real rock cycle? METAMORPHIC ROCKS What steps did you take to make your sample? Explain the similarities and differences between the formation of metamorphic rocks and the formation of igneous rocks. (last post 01/27/06 05:44PM, 11 posts)

	Students should know and be able to identify one of the common rock-forming minerals given a data chart of characteristic properties (e.g. quartz, feldspar, hornblende, mica, calcite Standard 4.1.a.1 in the Colorado Science Assessment Frameworks) Nathaniel and Olga were examining different samples of rocks and stones in their classroom. Nathaniel thought that all rocks (including granite) were black, although some might have some brown and white mixed in them. Olga disagreed with him. She said there were over a 100 varieties of granite and they came in different colors. Do you agree with Nathaniel or Olga? Why? Now that you have had a chance to dissect granite, how many different minerals (and colors) could you find? What are the names of the common minerals found in granite? Is color a useful property to identify a rock or a mineral? Why or why not? What is the difference between a rock and a mineral and a gemstone? (last post 02/22/06 09:22AM, 18 posts)

	Larry and Maria were experimenting with fruit batteries and regular AA batteries. When Larry connected the regular AA battery to a light bulb and buzzer, they worked. Larry measured the voltage across the battery and found it was 1.62 V (volts). Maria connected two fruit batteries in series and found it makes a timer work. When she measured the voltage across the fruit batteries, she found it was 1.61 V. Excited, Larry and Maria connected the fruit batteries to the light bulb. The light bulb wouldn't work even if they connected several fruit batteries in series. They then explored how batteries work to find out if they were doing everything right. Why didn’t Maria’s fruit batteries make the light bulb work? Mark sure you use the necessary concepts to explain Maria’s observations. (last post 01/25/06 09:37AM, 18 posts)

	Students must know and be able to measure quantities associated with energy forms. (Standard 2.2.a in the Colorado Science Assessment Frameworks) Janette & Kevin were marooned off an island, next to a bunch of lemon and orange trees, with their family & friends. Janette & Kevin are the budding middle-school scientists in their group. The groups only means of communication is with a cell phones but their batteries are dead. They find some pencils, change (including pennies) along with some metal strips (copper, aluminum, zinc, tin, etc) on their boat. They have to power the light in their emergency device (represented by a LED, like in your TV remote) for their survival before someone rescues them. What would you do if you were Janette or Kevin? (Hint: If you need some help, try a Google search with “battery” “+” “………..”. The “………..” is something you would use in your emergency device) (last post 12/08/05 09:50AM, 14 posts)

	“Students should know and be able to choose one problem, from several scientific problems, and explain how scientists from at least two different areas (e.g. physics and chemistry) might have contributed to solving it.” (Standard 1.j.2 in the Colorado Science Assessment Frameworks) Before you study the module on rocks, respond to the following scenario: Hunter and Isamar were discussing a TV program that Hunter watched on TV in a local PBS station. Hunter was upset about the story of some NATURAL “blood or conflict diamonds” from Africa. Without an awareness of blood diamonds, Isamar said: If you ask me, all I care for is: “Are the diamonds certified, well polished, and flawless?” Hunter was still upset with the PBS story and wanted to know why the demand had not gone down, even though the technology for producing ARTIFICIAL diamonds was developed by the American physicist and Nobel laureate Percy W. Bridgman in the 1940s. Some say, diamond is a girl’s or a geek’s best friend. What is your position? Do you agree with Isamar’s or Hunter’s position? Why do you agree with either one of their positions? Some individuals believe that the demand for diamonds is artificial and deliberately increased. They refer to the marketing slogan “a diamond is forever” that started in the 1940s to support their claim. Hunter said he had also read an interesting story about ARTIFICAL diamonds titled “The New Diamond Age” in the WIRED magazine. Knowing about the modern-day “diamond rush” to African mines; write down what geologic conditions are necessary for the formation of diamonds. Ten years from now, would you use “human-made” or “mined” diamonds and “Why?” You must justify your answer with some convincing arguments or reasons. (last post 01/25/06 09:35AM, 17 posts)

	“Students should know and be able to use a model to predict change and explain why models are used to understand processes and change.” (Standard 6.f.1 & 6.f.2 in the Colorado Science Assessment Frameworks) Before you build an approximate scale model of the Eiffel Tower today and test its endurance to a simulated earthquake, 1. Write down what you know about scale or a scale model? Give examples to support your answer. 2. Why is a scale model used in science or engineering or architecture or entertainment? (last post 11/03/05 09:10AM, 17 posts)

	“Identify a question that could have motivated the collection of the data,” (Standard 1.c.3) & “Recognize that technologies often have drawbacks as well as benefits. A technology that helps some people or organisms may hurt others.” (Standard 5.b.2 in the Colorado Science Assessment Frameworks) There are two parts to your writing assignment here. 1^st part (Post your draft 1 reply after your have answered questions 1 & 2) 10 Points 1. Summarize, in your own words, the main theme or feature and findings of the author(s) (Make sure you include the Article # you selected in your post). 2. Think and write down at least one question that comes to your mind after you have read the article. Would you like to discuss this in class? 2^nd part (Post your 2^nd reply after reading your 1^st post) 10 Points 3. Now that your have read your own post, copy (Ctrl + C, or Right Click on mouse and Copy), paste (Ctrl + V, or Right Click on mouse and Paste), and EDIT your own post. Feel free to add more evidence (Answers the question, “HOW DO YOU KNOW”) and reasons (Answers the question, “IF … THEN …”) in your edited post. 4. Identify five words that you have learned from your reading of the newspaper article, and type them before your post your 2^nd reply. Feel free to include the sentence in which the words were used for your future reference and/or add the words to your spelling list. (last post 10/26/05 06:43PM, 11 posts)

	“State two or more reasonable explanations for the data from an investigation.” (Standard 1.a.2 in the Colorado Science Assessment Frameworks) As illustrated in this movie, Fred and Gloria were blowing bubbles and noticed that Fred’s bubbles were small but Gloria’s bubbles were much larger. 1. What do think Fred and Gloria were doing to make their bubbles small or large? 2. Why were Fred and Gloria’s bubbles so different in size? 3. You must justify your answer with a convincing explanation and evidence that illustrates your understanding of relevant scientific principles. (last post 10/11/05 09:14AM, 16 posts)

	“Given a situation/dilemma/issue, write or critique an investigative process/procedure.” (Standard 1.c.2 in the Colorado Science Assessment Frameworks) For our class discussion today, here is a situation. Cody, Dillon, and Erin noticed that the bubbles rising from the bottom of a Sprite bottle were different as they approached the top of the surface. Write down whether you think the bubbles will become larger, stay the same, or smaller as they rise. Make sure you include your claim, supporting evidence, and justifying reasons in your responses. (last post 10/27/05 03:16PM, 16 posts)

	STUDENT OBSERVATIONS RECORDED AS 2-COLUMN NOTES ON 09/01/05 Group A HYPOTHESIS: Melted ice pack is lighter than solid ice pack Report on Group A's Discussions A1. We think it gets lighter because ice is heavier than water A2. The ice expands so it gets heavier A3. When the ice melts, there's going to be less substance A4. The water will evaporate into the bag A5. Since there were two ice packs, we will label the bags to make an accurate conclusion. One of them was melting faster A6. We will measure the ice pack twice, once when it is ice and once when it is water. A7. We measured bag 2. Ice bag = 76.1 g Water bag = 75.9 g Group B HYPOTHESIS: Melted ice pack has the same mass as the solid ice pack, i.e., mass will not change Report on Group B's Discussions Plan for Experiments: B1. Since there were two bags and both bags of ice start as a different weight, we have to make sure we weigh the right bag. B2. We will weigh bag #2 B3. We will melt the ice and then weigh the bag again using a triple beam balance Observations B4. We measured bag # 2 Time Mass (g) 9:09 AM 76.1 g 10:05 AM 76.1 g Explanation B5. If water freezes and then unfreezes, it is going to be the same mass as when it started as long as no ice or water has been taken away or added. Group C HYPOTHESIS: Melted ice pack is heavier than solid ice pack Report on Group C's Discussions C1. We think it gets heavier because ice is lighter than water C2. Water would weigh more than ice would C3. When water freezes, if it is in water, it floats to the top of the water. Water is heavier (more dense) than ice. C4. You look @ the Colorado River when it freezes, water is running under the ice. C5. When you fill up a glass w/ half water, half ice, ice will float. If ice is heavier, it would stay @ the bottom. C6. Mass never changes for a solid, but it might change when it is a liquid. C7. We will use two bags for the experiment C8. The fact that there are two bags make it so we can compare better. That's why we labeled it. C9. We measured bag # 1. Mass of solid ice pack = 73.5 g Final mass = 73.6 g Based on reading the observations and discussions in the THREE GROUPS, what would you conclude? Make sure you include your CLAIM (try to support it with just the labels A1, A2, etc, or B1, B2, etc. or C1, C2, etc.). You can have a combination of claims from Groups A, B, and C. You must support your claim with some EVIDENCE, and justify it with REASON in your quick write. (last post 09/16/05 09:58AM, 20 posts)

	“Given a situation/dilemma/issue, write or critique an investigative process/procedure.” (Standard 1.c.2 in the Colorado Science Assessment Frameworks) For our class discussion today, here is a situation. Alahna brought an ice pack from Ms. Hanson to place it on her hurt elbow. After sometime, when Alahna put the ice pack down, Bishal noticed that the ziplock bag became smaller and thought the bag was lighter. He mentioned his observation to Alahna and she disagreed with him. The two got into an argument about the mass of Ms. Hanson’s ice pack. Do you agree with Alahna or Bishal? Why do you agree with either one of them? You must justify your answer with some convincing experiment and reason that you might use to demonstrate and test your idea. (last post 08/26/05 09:53AM, 17 posts)

Science Articles in the Press.pdf

SCIENCE CLASSROOM RULES.pdf

Tools&UnitsPowerpoint.pdf