The Periodic Table

We have been studying the organization of the elements in the Periodic Table. The elements are arranged in Groups and Periods according to their physical and chemical properties (the periodicity of certain properties). These properties include atomic radii, ionic radii, ionization energy, electronegativity, and electron affinity. We added these properties to a copy of the Periodic Table which will be referenced for future class work.

HW: Students were provided a handout regarding the element groups and their properties. Using this handout, color code the Periodic Table for the nine groups. The elements included in a particular group should be shaded with a chosen color. On the back of the sheet, create a legend using the chosen colors, the group name, and a brief description of the group.

Limitations of the Gas Laws

As part of our review, we need to recap and summarize the nature of gases and the kinetic-molecular theory of gases (KMT). Based upon the postulates of the KMT and the results of experiments with gases, the Gas Laws were developed - Boyle's Law, Gay-Lussac's Law, Charles' Law, Avogadro's Law, and Dalton's Law. From these laws, a powerful equation is derived: PV = nRT.

The concepts concerning gases are discussed in chapter 13 of the textbook.

HW: Using the textbook, summarize the six physical properties of gases; summarize the six postulates of the KMT; define the term postulate (pgs 417-423 of the textbook). Also, explain the limitations of the ideal gas law (pgs 444-445).

Crushed Can Demo - That was crazy!

We completed the quiz for Unit 2 today! Tomorrow, we will be discussing the crushed can demonstration. Please complete a journal entry in which you attempt to explain your observations. Also, bring your journals to class tomorrow. I will be collecting them.

HW: Complete a journal entry for the crushed can demonstration - (1) draw an illustration of the demonstration, (2) write a short procedure, (3) describe your observations, and (4) write a conclusion and draw particle diagrams to explain.

Formal Lab Report

I am happy to observe that the mass and volume concepts seem to be well understood by students. Tomorrow, we will focus on preparing for Thursday's very short quiz.

HW: The formal lab report for the Mass and Volume Lab is due tomorrow. All parts of the lab must be typed, not hand-written.

Mass and Volume Worksheet

We are discussing the techniques to compare densities of various substances using particle diagrams and graphs. Be sure that you are comfortable comparing the different particles diagrams and graphs on the worksheet.

HW: Complete the worksheet - pages 3 and 4 (challenge questions are optional, but recommended). Continue to work on your formal lab reports.

Plants and Currents

Life Science

We are working on the plant unit in class and growing plants at home. Students are to read pages 289-296 in the book, complete writing/defining the bold sentences and words found in the reading and answering questions 1-3 on page 296. I will be checking the 3rd column on the project as well as the gymnosperm color page (worked on during class today).

Earth Science

Students are to review their notes on ocean currents in preparation for a quiz on Tuesday next week. Bring all questions to class tomorrow.

Science Fair Success!!!

Life Science

The 2nd Annual TPA/TPJA Science Fair was a HUGE SUCCESS! Congratulations to all of the 6th and 7th grade participants!

Earth Science

We are continuing our exploration of the Earth's oceans. Research an explorer who traveled across a vast ocean and compile the following information: name of explorer(s), year, route of the voyage, purpose of the trip, type (and name, if available) of vessel, instruments and/or maps used for navigation, and any other interesting information. Be sure to write out the information that you find on a separate sheet of paper to be submitted as evidence of your homework on Monday.

TWO WEEKS to Science Fair!

Life Science

Just 2 weeks until science fair! The students have been working hard to complete their research papers. Parents, please review your student's paper prior to its submission. We have been discussing the format of the paper including sections, spacing, font style and size, etc... Below are the guidelines for the paper (more detailed info is included in the science fair packet).

The Final Science Fair Research Paper is DUE on Friday, February 26th!

Paper Sections:

• Title page (separate page)
• Table of contents (separate page)
• Introduction
• Materials
• Method/Procedure
• Results
• Discussion
• Conclusion
• Bibliography (separate page)
• Appendix (optional) (separate page)

Paper formatting:

• Title on front page – any legible font; 16-36 pt
• All other text to be Arial or Times new roman – 12 pt
• Double spacing with no other additional spacing between sections or paragraphs
• Indent paragraphs
• 1-inch margins on all sides
• Left-justified
• Continuous paper – for Introduction through Conclusion - do NOT start new section at the top of a new page; each section should be separated by a heading (the word Introduction either bolded or underlined) with the text for that section immediately following the heading

We have also discussed the making of the Science Fair Board during class. Materials for the board is provided below:

• Tri-fold poster board
• Printed headings
  

1. Project title
2. Question
   
3. Hypothesis
4. Materials
5. Procedure
6. Results
7. Analysis
8. Conclusion

• summaries of all sections
  
• 2 graphs (data table and graph)
• pictures, if available
  
• construction paper or colored cardstock for backing behind headings/section summaries
• Student name (lower right corner) - small font
  
• Rubber cement (2 jars)
  
  

Earth Science

Experimental Design - lab report

1. Purpose - what question are you trying to answer?
2. Research - obtain background information regarding your questions and/or experiment
3. Hypothesis - prediction, if applicable
4. Materials - list all materials and equipment necessary as well as quantities of each
5. Procedure - step-by-step procedure, identify measurements to be collected, variables, controls, etc...
6. Explain your experimental design - justify the observations/measurements to be obtained, discuss the strengths and weaknesses in the design, include any assumptions in your discussion.

Disease Brochure/Geomorphology

Life Science

Students are working on a disease brochure in class. Each student has to print three pictures representing their disease - pictures small enough to fit on the brochure.

For homework, students are writing the discussion for their science fair projects. It is due on Friday, January 29th and must be a minimum of 5 paragraphs.

Earth Science

Students are to study their notecards from weathering through pothole. Tomorrow, we will begin the landscape drawing which will include 42 landscape features.

Disease Brochure/Groundwater

Life Science

Students are working on a disease brochure in class. Each student has to choose a bacterial or viral disease to research.

1. Choose a bacterial or viral disease.
2. Print info about the disease from two websites: WebMD and www.cdc.org. Bring to class tomorrow.

Students may refer to the list below for possible diseases:

List of Viral diseases
Chicken pox
Monkey pox
Small pox
Cat scratch disease
Hepatitis A
Hepatitis B
Hepatitis C
Hepatitis D
Hepatitis E
Cold sores
Ebola
HIV/AIDS
Type I Diabetes
Rubella
Slap cheek syndrome
SARS
HTLV
Sandfly fever
Mumps
Rift valley fever
West nile
Yellow fever
Shingles

List of Bacterial Diseases
Lyme disease
Anthrax
Whooping cough
Bubonic plague
Scarlet fever
Strep throat
Tuberculosis
Meningitis
Botulism food poisoning
E-coli
Rheumtic fever
Staph infections
Salmonela food poisoning
Typhoid fever
Cholera

Earth Science
Students are studying groundwater systems. They should be reviewing their notecards for the groundwater section. Also, students need to label their cards for the next section - GLACIERS!

And we're off....

Life Science
Next week, students will be learning about bacteria and viruses. Everyone needs to brainstorm about a bacterial or viral disease that they would like to research.

The homework for the weekend is to read pages 192 - 201, define all bold words, write out bold sentences, and write and answer questions 1-4 on page 201.

Earth Science
Continuing the discussion of landforms resulting from various types of weathering and erosion, students should be completing their notecards from the list provided. The second set of notecards is due on Monday (30 cards).

The Wheels are Slowly Turning...

We are slowly getting back into the groove of school.

Life Science
Students have a quiz tomorrow covering taxonomy and the methods of classifying living things. The information is presented on pages 182 - 191 in the textbook. In addition, we reviewed and worked on cladograms - positioning various living things on the branches of an evolutionary tree. Our next unit will cover unicellular organisms in the domains of archaea and bacteria as well as viruses.


Earth Science
Students are learning about the development of the landscape through weathering and erosion. The second group of notecards are due on Monday. Students should be reviewing prior notecards as well as creating new cards based on the list of terms.

WELCOME BACK!!!

Life Science
In life science, students are learning the classification system of living organisms - Kingdom, Phylum, Class, Order, Family, Genus, Species. To practice classifying things, students are to create a system of categorizing candies. The Candy Classification System is due tomorrow.

Earth Science
Weathering and Erosion - students are learning about the processes involved in breaking down rock into sediment. Students are to be creating index cards - term, picture, definition. The first group of cards is due THURSDAY (26 words).